ENGLISH /ENGLISH LANGUAGE
EXAMINATION
FORMATS/LAYOUTS/TIPS/ADVICE
Higher Paper Structure and content:
Jan 2011 – 12 (all papers)
Part A: Q1 = 8 marks; Q2 = 8 marks; Q3 = 8 marks; Q4 = 16 marks (always a comparison of named text and one of the
other two)
Part B: Q5 = 16 marks; Q6 = 24 marks
Part A
Q1 Content












What do you understand from the article about the issues of using animals for research and safety testing (Nov
2015)
What do you understand from the article about the issues of child labour (June 2015)
What do you understand about the issues on (Nov 14)
What do you understand about the issues with (June 14)
What do you understand about the issues (Nov 13)
What do you understand about the issues (June 13)
What do you understand about the issues (Jan 13)
What do you understand about experiences and issues (Nov 12)
What do you learn about ‘x’ from article (June 12)
What do you learn about ‘x’ from article (Jan 12)
What do you learn about issues and concerns from article (June 11)
What do you learn from the article about ‘x’ (Jan 11)
Q2 Content
 Explain how the headline and picture are effective and how they link to the text (Nov 2015)
 Explain how the headline and picture are effective and how they link to the text (June 2015)
 Explain effectiveness of headline and picture and link to text (Nov 14)
 Explain effectiveness of the headline and picture and link to text (June 14)
 Explain effectiveness of headline, picture and caption and link to text (Nov 13)
 Explain effectiveness of headline and picture and link to text (June 13)
 Explain effectiveness of headline and picture and link to text (Jan 13)
 Explain effectiveness headline and picture and link to text (Nov 12)
 Explain effectiveness headline and picture and link to text (June 12)
 Explain effectiveness of headline, sub-headline and picture and link to text (Jan 12)
 Explain effectiveness headline and picture and link to text (June 11)
 Explain effectiveness of headline, sub-headline and picture and link to text (Jan 11)
Q3 Content
 Explain some of the thoughts and feelings the writer has during her trip to Africa (Nov 2015)
 Explain some of the thoughts and feelings the writer has when she is in Bombay (June 2015)
 Explain thoughts and feelings the writer has (Nov 14)
 Explain thoughts and feelings the writer has (June 14)
 Explain thoughts and feelings the writer has (Nov 13)
 Explain thoughts and feelings the writer has (June 13)
 Explain thoughts and feelings the writer has (Jan 13)
 Explain thoughts and feelings (Nov 12)
 Explain thoughts and feeling (June 12)
 Explain thoughts and feelings (Jan 12)
 Explain thoughts and feelings (June 11)
 Explain what you find tense and exciting (Jan 11)
Q4 Content
 Compare the ways in which language is used for effect in the two texts. Give some examples and analyse the
effects (Nov 2015)
 Compare the ways in which language is used for effect in the two texts. Give some examples and analyse the
effects (June 2015)
 Compare way language is used for effect. Give examples and analyse effects (Nov 14)
 Compare way language is used for effect. Give examples and analyse what the effects are (June 14)
 Compare way language is used for effect. Give examples and analyse effects (Nov 13)
 Compare way language is used for effect. Give examples and analyse effects (June 13)
 Compare way language is used for effect (Jan 13)
 Compare way Language is used for effect. Give examples and analyse effects (Nov 12)
 Compare way language is used for effect. Give examples and analyse effects (June 12)
 Compare way language is used for effect. Give examples and analyse effects (Jan 12)
 Compare way language is used for effect. Give examples and analyse effects (June 11)
 Compare way language is used for effect. Give examples and analyse effects (Jan 11)
Part B
Q5
 Write an article for your school or college magazine which describes a situation you experienced which was
exciting, but also scary, and explain how you dealt with it (Nov 2015)
 Write an entry for your blog which describes a place that you have visited which has affected you or stayed in
your memory, and explain why this is so. (June 2015)
 Describe a memorable event and explain why it has remained unforgettable (Nov 14)
 Write a letter to the organisers describing what you would like to include and explain why your ideas would
appeal (June 14)
 Write a short article describing your experience and explaining the benefits (Nov 13)
 Write a website entry describing and explaining why (June 13)
 Write an blog entry describing and explaining (Jan 13)
 Write a letter for local newspaper describing and explaining (Nov 12)
 Write an entry for online blog describing a situation you are in and explain how it was overcome (Jun 12)
 Write a letter – informing what exists and explain how it could be improved (Jan 12)
 Describe a decision and explain consequences (will appear in local newspaper) (June 11)
 Write an article for a website and explain ‘x’ (Jan 11)
Q6












Write a letter to the newspaper which argues your views on the statement (Nov 2015)
Write an article for a magazine of your choice in which you argue your response to this statement (June 2015)
Write an article in reply which argues your views on the points in the statement (Nov 14)
Write an article in reply in which you agree or disagree with the quotation (June 14)
Argue for or against the views expressed. Your piece will appear on the entertainment pages of a website (Nov
13)
Write an article which persuades (June 13)
Write a magazine article which persuades (Jan 13)
Write an article for a school/college newspaper persuading about ‘x’ (Nov 12)
Write an article for newspaper arguing ‘x’ (Jun 12)
Write an article for a magazine – persuading one way OR the other on ‘x’ (Jan 12)
Write an article for a website arguing for OR against ‘x’ (June 11)
Write an entry for a writing competition arguing for or against ‘x’ (Jan 11)
General Tips

Make sure you bring the following equipment into the English examination: Pens, pencils and highlighters

Always read the question first NOT the article – you’ll waste time reading it once and then having to read it



again to find the answer.
Use your highlighters to pick things out
Give them what they want and don’t waffle
If you get stuck, leave a space then move on to the next question

Answer ALL the questions!


Do Part A first in order BUT do Part B in reverse order ie Q6 THEN Q5 (Q6 is worth more marks!!!)
Do you know how fast you write??? Copy out 4 lines of A4 text as neatly and as accurately as possible and time
yourself. Then write out the same four lines as fast as possible and time yourself again. So if you took 6 mins. on
the first 1 and 4 mins on the second then the average for speed and legibility is 5 mins.
A side of the examination paper is 24 lines. So if you are writing a line a minute you will cover a page in 24

minutes. Not




fast enough!! Practice writing faster!
In the Higher Paper there is no expected limit but you would be mad to be less than 1 side on Q5 and 2 sides on
Q6
Note: average words per line are about 6 -10, any smaller and it is difficult to read, any bigger and it looks like
you are trying to fill up space. Either way it must reflect how you write in Part A.
Run out of things to say? Then look back at the source materials! Often, NOT always, Q5 and Q6 are based
around the theme of the source materials so go back and nick some ideas and put them in your own words!
Checking Time! – You haven’t got time to check everything! So focus on Q5 and Q6. Read them backwards to
spot spelling errors and then forwards to see if they make sense NOT the other way round as we all read what
we think is there and sometimes not what is there. Know your bug bear spellings – the ones you always get
wrong. Also no ‘should of’ etc. it’s either should have or should’ve. No apostrophes on plurals; apostrophes
replace letters or indicate ownership of something. Paragraphs in Section B are essential. You can also use this
time to go back and see if you left blanks or incomplete answers.
Specific Advice
Section A
Question One





The WRITER’S opinions NOT yours
Identify the issues only and a range of issues– it’s a grab for information
Use PEE (PEA)
NO long quotes
Use OWN words
Question Two







Deal with the Headline first then the picture – not required to link the two
Link words in headline with phrases in article
Don’t waste time analysing purpose, audience and genre; you are not asked to do this
Analyse the detail in the headline – look at the connotations of particular words- - what impression is given to
the reader?
Analyse the detail in the picture. How do these details help the reader to understand what is going on?
Link these details to specific words/ phrases in the text
Draw lines on the insert from the headline and picture to references in the text
Question Three





It’s about the writer’s feelings and thoughts about something, nothing else
DO NOT summarise the passage
Use PEE (PEA)
Cover a range of feelings not just one or two
Comment on the effective of the language to support the feelings if possible
Question Four








Many exams use Source 3 as the primary one and then it is a choice between Source 1 or Source 2. So remember
this when doing Question 3!
Support specific points about language with quotations/phrases from text
Focus on the language use and then relate it to purpose, genre or audience
Helpful comparisons could centre round emotive language, negative vocabulary; metaphors, similes, repetition,
facts, and rhetorical question. BUT if one source use rhetorical uses eg Rhetorical Questions but the other does
not, DO NOT say this: “Source 3 uses rhetorical questions but Source 2 does not”. Why? No real comparison.
However you could say “Source 3 use rhetorical questions such as………. to engage the audience and make the
reader question what they feel about the information provided thereby having a powerful effect whereas as in
Source 2 the reader is engaged through the use of metaphors eg……….. which has the effect of enabling the
reader to imagine what something is like by comparing an uncommon situation to an everyday and common
event …………”
Comparison is always easier if you have common language devices eg facts, opinions, adjectives, verbs etc and
then saying how the usage is similar/different and the how the effect is similar/different.
Similarities and differences in language use
Use PEE (PEA)
A potential formula for answers: Reference to type of Language Device => then give an example => how it is used
for what effect then use a linking phrase such as ‘whereas in source ……..’ showing whether it is similar or





different in effect and usage. Repeat this formula as often as you can with different devices and different linking
phrases
Make an opening statement about the general purpose of language in each source eg.” The Language in Source
Three is mostly used for personal reflection on …….. whereas in Source 2 the Language is mostly used to
describe” and so on. The passages are a reflection of the types of writing you encounter or will need to write in
questions 5 and 6 so they will be personal, reflective, descriptive, informative, persuasive, explanatory etc
Use GAP and LIST!:
Genre- Audience -Purpose and Language- Information- Style- Tone
Identify for Source 3 and your other chosen Source (1 OR 2). This will give direct comparison between each
source and then use the comparative language eg similarly, different to, in contrast with etc.
Compare the opening sentences/lines of each and comment on tone, serious humourous, informative, tense
Sentence length, rambling, descriptive, short, punchy etc
Watch these videos:
https://www.youtube.com/watch?v=4VIX8Fi3IWY
https://www.youtube.com/watch?v=jCDNrh7J79Y
https://www.youtube.com/watch?v=CZg9NdnFZ7M
https://www.youtube.com/watch?v=TICh0M81_gY
https://www.youtube.com/watch?v=sK8SAQGGSwc
There are loads of these and appear in the right hand Youtube page
plus other videos on answering other questions!
Question Five





Must Explain or Describe (or Persuade) in detail
Do Not Persuade unless it asks you to
If it says write letter, write a letter!
Use varied vocabulary if you can
Look at Tips on Question 5 on the School Website under English Revision
Question Six




Point of view supported by well thought out arguments
Use opposite view points, then fight against them to support your view
Do Not use dodgy, invented, ridiculous statistics – 99.9% of the world does not think One Direction are brilliant!
Use DA FOREST if you can but don’t over use it!
Presentational Devices – Always comment on the effect of these on the reader/audience and where asked for
compare the similarities and differences in effect eg in Source 1 …..whereas in Source 2…………
Photographs
Colour or black and white
Celebrities – in context (eg footballer in kit or in suit). Does it identify them or are they so famous everyone knows
who they are?
Eyes that follow
Children
Spectacular scenery or image
Size in comparison to text
The number and are they different sizes?
Where is the photo set?
Close up/ mid shot/ distance etc
Facial expressions
Body language
Structure
Short paragraphs
Double spacing
Bullet points
Info boxes
Use of arrows
Opening paragraph - in bold? If so why?
Interviews or quotes from people – how presented?
Lists / bullet points – check lists and key points
Use of questions
Font /style
Clear font or stylised eg gothic vs Tahoma/calibre
Font size
Drop Capitals – looks like a child’s story
Large font on white space
Colour
Colour association – eg blue = cold /water
Subtle colours vs hard colours
Logos
Instant recognition
Relation to what is being said
Symbolic?
Website
Conventions – eg dropdown menus
Headlines
Puns on words (look at sports headlines) a twist on the word – humorous or poking fun
Relate to font size
Use of exclamation marks or other punctuation
Is it a summary statement of what is in the article?
How does it grab attention: humour? Shock? Mystery? Curiosity?
Alliteration ?
Sub-Headings
Purpose/size
Single words or short phrase?
Language Devices (must use examples ie PEA – name device, find a quote, show effect on reader then compare to
the other source in the same way eg source A uses similes like………. and the effect is this whereas in source b similes
are used such as …… to achieve a different effect and then say what the effect may be)


































Short sentences vs long sentences
Use of vocabulary – certain words rather than others
Use of punctuation – exclamation marks are bold statements, commas slow things down (a calming effect)
Ellipses (little dots eg …………)
Hard and soft consonants using the phonetic alphabet eg ‘f’ and ‘s’ are soft and exaggerate silence
Use of metaphors
Use of similes – defined by ‘as…..as’ or ‘like’
Use of alliteration – similar sounds/words beginning with same letter in same sentence or close to each other
Symbolism
Connotation
First person / second person / third person
Slang and colloquialisms
Formal and informal language
Tone (related to feelings)
Use of facts
Technical / scientific language
Quoted speech eg from scientists to give weight to a point of view
Conveying mood
Use of humour / sarcasm
Appeals to the senses
Past / present / future tense
Rhymes
Rule of three – see DAFOREST for examples
Evoking something (conjures picture of ‘x’)(reminds reader of ‘x’)
Lists
Bullet points
Objective vs subjective (fact vs emotion)
Use of imperatives (eg Go ahead! Get Lost! Be there or be square)
Use of questions
Puns on words eg ‘Hurrikane’ rather than Harry Kane the footballer
Anecdotes (little stories)
Interrogative questions (usually beginning When? How? Why? What?)
Rhetorical Questions (questions where the answer is taken for granted eg You know the answer don’t you?)
Note : not all questions are rhetorical are they?
‘Normal’ Questions – these are questions where the writer desires answers and invites the reader through the
questions to desire the answers
Comparing words and phrases
Whereas, in comparison to, in this case, similar to, different from, like, similarly, as distinct from, as opposed to, in
contrast, compared to, unlike
DAFOREST
Direct Address – This is when you are writing and addressing someone directly using the word “you”. For example,
“You should know the dangers of smoking as it can affect all of us, even you”. You (see I’m even doing it to persuade
you to write persuasively!) should also think about also using “we” in your writing wherever possible. Using “we”
connects you to the reader and allows the reader to feel that you are affected by this issue just as much as they are,
and therefore they can relate to what you are saying more.
Alliteration – Alliteration can be used to emphasise certain phrases or points, for example, “The badger cull in the
UK is beastly, barbaric and brutal”.
Facts – Using facts in persuasive writing is a brilliant way of showing your reader that your argument is the right
one! Facts allow your argument to be a lot more credible and believable. Of course, you do not have to know actual
real-life facts. You can make them up in our creative writing to suit the topic you are writing persuasively for, “The
British Heart Foundation has stated that if you eat at least one apple every day, you will reduce your risk of heart
disease”. A fact that has been made up, but it appears to be credible and would be persuasive in a piece of writing,
as I have used an organisation or body of people that we already trust for reliable information. You can use lots of
different organisations or companies to back up your persuasive facts. You can even make up people to make your
facts seem more trustworthy and believable, Dr Egbert Frankbottom, Professor at Oxford University is always a
favourite of mine!
Opinions - This relates slightly to my last point about facts. Using people to make your persuasive facts seem more
credible, but we can also use their opinions in the form of quotes. These quotes can be entirely fictional and the
people who said them can be made up too or you can draw upon famous people who you think might impressive
your reader. If you were persuading someone to buy a pair of new trainers, you might want to make up a quote from
David Beckham saying “I cannot live without my new trainers, they are the best purchase I have ever made!”.
Rhetorical Questions – Rhetorical questions are essential to persuasive writing and you must include them, but use
them sparingly and only when you want to create effect. Use no more than two rhetorical questions in a row as too
many of them lose their powerful effect. “Have you thought what it would be like to be homeless, with no money
and no-one to turn to for support?”
Emotive Language – Emotive language is language that will create an emotion in the reader or will show your
emotion about the topic. You may be trying to provoke a sense of guilt in the reader or you may be trying to show
your passion for the topic, either way you need to choose your vocabulary to suit the emotional effect you are trying
to create. “Wouldn’t you like to be basking in the glorious beating rays of the warm Caribbean sun this summer?”, is
a perfect example of emotive language.
Statistics - These are your bread and butter of persuasive writing. People are always impressed when numbers and
figures show them how good or beneficial something is. Statistics can be any form of numbers, such as percentages
(92% of adults use Facebook) or fractions (1 in 3 people use Twitter) or just basic numbers (52600 visited Thorpe
Park last year). As with every other technique mentioned so far, get creative – make up statistics to suit your
persuasive angle but don’t over do it.
Three (Power of Three) – This is technique that is used by a lot of public speakers and politicians the world over. You
might have heard it be referred to as the power of three or the rule of three. They are both the same thing. It is
when you place 3 adjectives one after the other for effect. Such as “The new school dinner menu is delicious,
nutrious, and affordable“. Use these whenever you can.
I hope these techniques help you to master the art of persuasive writing. Remember DA FOREST is a range of
techniques that allows to pick out techniques that would be suited for other writing styles such as a letter or an
online article etc. You have to use your common sense with this, as not all the techniques in DA FOREST will transfer
to easily to other writing styles. You wouldn’t for instance start quoting lots of statistics in an online article aimed at
teenagers. Use your head on this one!
Look at the video on Question 4 for DA FOREST in action!
Useful Feelings for answering Question 3 and Useful effects on Reader
(Question 4) are highlighted in Yellow but be careful to use them wisely
Pleasant Feelings
OPEN
HAPPY
ALIVE
GOOD
understanding
great
playful
calm
confident
gay
courageous
peaceful
reliable
joyous
energetic
at ease
easy
lucky
liberated
comfortable
amazed
fortunate
optimistic
pleased
free
delighted
provocative
encouraged
sympathetic
overjoyed
impulsive
clever
interested
gleeful
free
surprised
satisfied
thankful
frisky
content
receptive
important
animated
quiet
accepting
festive
spirited
certain
kind
ecstatic
thrilled
relaxed
satisfied
wonderful
serene
glad
free and easy
cheerful
bright
sunny
blessed
merry
reassured
elated
jubilant
LOVE
INTERESTED
POSITIVE
STRONG
loving
concerned
eager
impulsive
considerate
affected
keen
free
affectionate
fascinated
earnest
sure
sensitive
intrigued
intent
certain
tender
absorbed
anxious
rebellious
devoted
inquisitive
inspired
unique
attracted
nosy
determined
dynamic
passionate
snoopy
excited
tenacious
admiration
engrossed
enthusiastic
hardy
warm
curious
bold
secure
touched
brave
sympathy
daring
close
challenged
loved
optimistic
comforted
re-enforced
drawn toward
confident
hopeful
Difficult/Unpleasant Feelings
ANGRY
DEPRESSED
CONFUSED
HELPLESS
irritated
lousy
upset
incapable
enraged
disappointed
doubtful
alone
hostile
discouraged
uncertain
paralyzed
insulting
ashamed
indecisive
fatigued
sore
powerless
perplexed
useless
annoyed
diminished
embarrassed
inferior
upset
guilty
hesitant
vulnerable
hateful
dissatisfied
shy
empty
unpleasant
miserable
stupefied
forced
offensive
detestable
disillusioned
hesitant
bitter
repugnant
unbelieving
despair
aggressive
despicable
skeptical
frustrated
resentful
disgusting
distrustful
distressed
inflamed
abominable
misgiving
woeful
provoked
terrible
lost
pathetic
incensed
in despair
unsure
tragic
infuriated
sulky
uneasy
in a stew
cross
bad
pessimistic
dominated
worked up
a sense of loss
tense
INDIFFERENT
AFRAID
HURT
SAD
insensitive
fearful
crushed
tearful
dull
terrified
tormented
sorrowful
nonchalant
suspicious
deprived
pained
neutral
anxious
pained
grief
reserved
alarmed
tortured
anguish
weary
panic
dejected
desolate
bored
nervous
rejected
desperate
preoccupied
scared
injured
pessimistic
cold
worried
offended
unhappy
disinterested
frightened
afflicted
lonely
lifeless
timid
aching
grieved
shaky
victimized
mournful
restless
heartbroken
dismayed
doubtful
agonized
threatened
appalled
cowardly
humiliated
quaking
wronged
menaced
alienated
boiling
fuming
indignant
wary
Timings
You have 135 minutes to get 80 marks so 9.00 – 11.15am
Section A
Your reading will take about 20-25 mins in total as you scan for answer and highlight examples.
Starting at 9.00am
9.00 Read Q 1 and highlight answers in text (see above)
9.07 Write Q1 answer
9.15 Read Q2 and highlight answers in text (see above)
9.22Write Q2 answer
9.30 Read Q 3 and highlight answers in text (see above)
9.37 Write Q3 answer
9.45 Plan Q 4 answer
9.55 Write Q4 answer
Section B
You need to plan Part B (Q6. 8-10 mins max) (Q5. 5-7 mins max)
10.10 Plan Section B Q6 answer
10.20 Write Q6 answer
10.45 Plan Q5 answer
10.50 Write Q5 answer
11.05 Checking time (see above)
11.15 Finish and go home!
This is why you must have a watch on your table (sorry no alarms)