Churchill Academy 2017 – 2018 Student Revision Guide Eduqas – Language Exam only (2 exams) Language Exam 1A – Fiction Reading Questions A1 – A5 Language Exam 1B – Creative Writing – 1 task Language Exam 2A – Non-Fiction Reading Questions A1 – A6 Language Exam 2B – Non-Fiction Writing – 2 tasks Contents Page No LANGUAGE PAPERS Overview of what to revise & Useful websites 1
A2 10 minutes Language analysis with terminology (5 marks) (AO2 ) short sharp analysis of language Use the concise analysis system you have been taught in class. Explore 4 – 5 quotes in this question. How does the writer show what Obed went through to become a miner? You must refer to the language used in the text to support your answer. A3 15 minutes Language analysis with terminology (10 marks) (AO2 ) short sharp analysis of language Use the concise analysis system you have been taught in class. Explore 7 – 8 quotes in this question. What impressions do you get of the work in the mines from these lines? A4 15 minutes Language and structure analysis with terminology and levels of tension and drama (10 (AO2) short sharp analysis of language and structure with reference to tension and drama levels Use the concise analysis system you have been taught in Explore 7 – 8 quotes in this question. How does the writer make these lines tense and dramatic? [10] You should write about: what happens to tension and drama; the writer’s use of language to create tension and drama; the effects on the reader. A5 15 minutes Evaluating (10 marks) (AO4) short sharp evaluation of what is said by the writer and what you think of this Use the and opinion system that you have been taught in class. Explore 7 – 8 quotes in this question. “In the last twenty or so of this passage, the writer encourages the reader to feel sympathy for Obed.” [10] To what extent do you agree with this view? You should write about: your own impressions of Obed as he is presented here and in the passage as a how the writer has created these impressions. What you need to remember: A1 - selection five answers A2 – analyse with 4 – 5 quotes (language) A3 – analyse with 7 – 8 quotes (language) A4 – analyse with 7 – 8 quotes (language and structure) A5 – evaluate with 7 – 8 quotes (evidence and opinion) 2 AO1: Language Reading Skills - selection Used to assess: Lang 1A – QA1 Specific selection questions the answers are right or wrong – no specific mark scheme AO2: Language Reading Skills - Analysis Used to assess: 1A – QA2 & QA3 BANDING CRITERIA
Component 2A –Non – Fiction Reading Exam Skills What does this mean? A1 3 minutes Identifying explicit information (3 (AO1 1a) – finding explicit meaning. selection questions A2 15 minutes Language and structure analysis with terminology (10 marks) (AO2) sharp analysis of language and structure Use the concise analysis system you have been taught in Explore 7-8 quotes in this question. A3 5 minutes Identifying and explicit/implicit information (3 marks) (AO1) selecting information or explaining meaning of information that has been selected A4 15 minutes Evaluating (10 marks) (AO4) short sharp evaluation of what is said by the writer and what you think of this. Use the quote and opinion system that you have been taught in class. Explore 7 – 8 quotes in this question A5 7 minutes Selecting and synthesising evidence from different (4 marks) (AO1) Synthesis – select information that links across both texts and say how they link. Select evidence of the writer’s ideas, perspectives and how they’re covered in both texts. A6 15 minutes Comparing writers’ ideas and perspectives across two texts (10 AO3 make comparisons across two or more Link to evidence and analysis from text one, use comparative connectives and evidence and analysis from text two NON-FICTION READING (2A) What you need to remember: A1 – short concise answer A2 – A2 – analyse with 7-8 quotes (language and structure) A3 – two or three short sentence responses A4 – evaluate with 7 – 8 quotes (evidence and opinion) A5 – select and synthesise information 2 quotes from each text A6 - compare evidence for A6 4 quotes from each text 16 The Criteria 2A
AO1: Language Reading Skills - selection Used to assess: Lang 2A – QA1 & QA3 Specific selection questions the answers are right or wrong – no specific mark scheme AO1: Language Reading Skills – Selecting evidence and understanding explicit and implicit meanings Used to assess: Lang 2A - QA5 BANDING CRITERIA HIGHEST (Band 4) synthesise with clear understanding and provide an overview drawn from a range of relevant detail AO2: Language Reading Skills - Analysis Used to assess: 2A – QA2 BANDING CRITERIA HIGHEST (Band 5) make accurate and perceptive comments about how a wide range of different examples create tension and drama provide detailed analysis of how language and the organisation of events are used to achieve effects and influence the reader subtleties of the writer’s technique are explored with explanation of how the reader is influenced Well-considered, accurate use of subject terminology supports comments effectively. AO3: Language Reading Skills - Comparisons Used to assess: Lang 2A – A6 BANDING CRITERIA HIGHEST (Band 5) make comparisons that are sustained and detailed, showing understanding of how they are put across to the reader (writer’s intentions) AO4: Language Reading Skills - Evaluation Used to assess: Lang 2A – QA4 BANDING CRITERIA HIGHEST (Band 5) Give a persuasive evaluation of the text and its effects, supported by convincing, well selected examples and purposeful quotes responses will show engagement and involvement, where an overview of the whole text is used to make accurate and perceptive comments 17 Non-Fiction 2A Practice 1 PASSAGE 1: This is an account of the disastrous eruption of the volcano Vesuvius, and what happened at that time to an eighteen-year-old student and his
28 Non-Fiction 2B – Transactional Writing The Criteria AO6 – SPAG and Sentencing AO6: Transactional Writing Used to assess: Lang 1B & 2B (a + b) BANDING AO6 Vocabulary, sentence structure, spelling and punctuation HIGHEST (Band 5) there is appropriate and effective variation of sentence structures virtually all sentence construction is controlled and accurate a range of punctuation is used confidently and accurately virtually all spelling, including that of complex irregular words, is correct control of tense and agreement is totally secure a wide of appropriate, ambitious vocabulary is used to create effect or convey precise meaning HIGH (Band 4) sentence structure is varied to achieve particular effects control of sentence construction is secure a of punctuation is used accurately spelling, including that of irregular is secure control of tense and agreement is secure vocabulary is ambitious and used with precision MIDDLE (Band 3) there is variety in sentence structure control of sentence construction is mostly secure a of punctuation is used, mostly accurately most spelling, including that of irregular words, is correct ability to write in the correct tense and agreement is mostly secure vocabulary is beginning to develop and is used with some precision LOW (Band 2) some variety of sentence structure there is some ability to write in sentences some control of a of punctuation the spelling is usually accurate ability to write in the correct tense and agreement is generally secure there is some range of vocabulary LOWEST (Band 1) limited of sentence structure there is limited ability to write in sentences there is some attempt to use punctuation some spelling is accurate ability to in the correct tense and agreement is limited limited range of vocabulary