GCSE English - TIBHS
Transcript of GCSE English - TIBHS
Tauheedul Islam Boys’ High School
GCSE EnglishWJEC English Units 1 and 2
‘ Man can have nothing, but what he strives for; (The fruit of) his striving will soon come in sight: Then he will be rewarded with a complete reward.’ (surah 53:39-41)
Why are exams important?
What’s the point of revising for them?
Well one reason is that, for the first time in over 10 years of education, you will sit exams that mean something for you. When you entered primary school, you did not sit exams to get in. When you came to Tauheedul, you did not need exams to be allowed to study here. (Yes, you did exams at the end of primary school – but really that was to judge the quality of your school. After all, you didn’t get a SATs certificate did you?)
However, the exams that you sit this summer will matter - for you. They will decide whether you get to go on to study the A Level or BTEC course that you want and, ultimately, whether you enjoy the career of your choice.
So, these exams are crucial. Not just to determine what you do next, but to decide what you will be doing in another 10 years’ time. Doors of opportunity will open or they will close.
To ensure you do well in these exams, your teachers will work very hard over the next few months to deliver the learning, guide you on your revision and give you feedback on your practice exams. Your parents will free you up from the housework, encourage and praise you when you do well and pray for your success.
Critically, there are two things that your parents and your teachers cannot do for you. They cannot revise for you and they cannot sit the exams for you. Over the next four months, we want you to take personal responsibility for your grades, work hard in each and every lesson and put the time in to revise at home.
To achieve great things, we must be prepared to give up things. We may need to give up social networking for a while, stop going out so frequently and watch a little less TV. Without doubt, a little bit of sacrifice and a commitment to revision time now; will mean a lot of happiness on results’ day in late August.
To help you to revise, your English teachers have designed this revision guide for you. This will help you navigate your revision plan, your English teachers will also provide you with revision resources (mind maps, practice papers, flash cards etc). But, and I am repeating myself, they cannot revise for you.
So, no excuses, it’s over to you!
I pray that the Almighty inspires you to work hard over the next few months, make the necessary sacrifices, strive to do well in the exams and rewards you fully for your efforts, Ameen.
Wassalaam
Mubaaruck IbrahimPrincipal and Chief Executive
‘ A little bit of sacrifice and time invested now will mean a lot of happiness on results’ day….’
Foreword
Uni
t 1:
R
eadi
ng N
on-F
ictio
n Te
xts
This
is a
ON
E H
OU
R te
st o
f you
r re
adin
g sk
ills. Y
ou s
houl
d ex
pect
4 q
uest
ions
, w
orth
10
mar
ks e
ach,
test
ing
the
follo
win
g re
adin
g sk
ills:
Spe
nd 8
min
utes
read
ing
the
two
read
ing
mat
eria
ls!
• In
form
atio
n re
trie
val (
sear
ch a
nd fi
nd)
• Im
pres
sion
s/im
ages
• V
iew
poin
t/at
titud
e•
Inte
nded
aud
ienc
e•
Ana
lysi
s of
per
suas
ive
tech
niqu
es•
Com
paris
on o
f tex
ts
Que
stio
n 1
sho
uld
be
no lo
nger
tha
n ¾
of
a si
de.
Aim
to
wri
te a
pag
e, in
re
spo
nse
to q
uest
ions
2, 3
and
4. U
se s
hort
quo
tati
ons
fo
r ea
ch q
uest
ion.
GCSE Revision Pack
GCSE Revision PackP
urp
ose
Aud
ienc
e Ty
pe
The
best
way
to b
ecom
e an
out
stan
din
g w
rite
r is
to b
ecom
e an
out
stan
din
g
read
er fi
rst.
Sta
ge 1
in b
ecom
ing
an o
utst
andi
ng re
ader
mea
ns b
eing
abl
e to
un
der
stan
d a
nd id
enti
fy th
e p
urp
ose
, aud
ienc
e an
d t
ype
of a
ny te
xt th
at is
pu
t in
front
of y
ou to
ana
lyse
.
P is
fo
r P
urp
ose
A is
Aud
ienc
eT
is f
or
Typ
eW
hat
is t
he o
bje
ctiv
e o
fth
e te
xt?
Is it
tryi
ng to
per
suad
e th
e re
ader
to a
dopt
a p
oint
of
view
or
do s
omet
hing
?
Is it
tryi
ng to
exp
lain
so
met
hing
?
Is it
tryi
ng to
ent
erta
in?
Who
is t
he t
ext
aim
ed a
t?
A c
erta
in a
ge g
roup
?M
en o
r w
omen
?
Is it
aim
ed a
t tho
se w
ho
shar
e an
inte
rest
, con
cern
or
hobb
y?
Peo
ple
from
a p
artic
ular
pl
ace?
Peo
ple
who
buy
or
use
a ce
rtai
n pr
oduc
t?
Whe
re d
id t
his
wri
ting
ap
pea
r?
New
spap
er?
Mag
azin
e?
Inte
rnet
?
Ho
w d
oes
thi
s af
fect
the
w
riti
ng?
GCSE Revision PackS
our
ce 1
: a n
ewsp
aper
rep
ort
by
So
phi
e B
orl
and
fro
m T
he D
aily
Tel
egra
ph
new
spap
er in
200
8
Glo
ssy
mag
azin
es fa
ce a
irbr
ush
ban
Mag
azin
es c
ould
be
bann
ed fr
om u
sing
airb
rush
ed
phot
ogra
phs
of c
eleb
ritie
s th
at m
ake
them
look
slim
mer
ov
er fe
ars
that
they
are
pro
mot
ing
unre
alis
tic b
ody
imag
es.
Edito
rs fr
om g
loss
y pu
blic
atio
ns in
clud
ing
Vogu
e, H
ello
! an
d El
le a
re to
mee
t to
disc
uss
best
pra
ctic
e on
usi
ng
digi
tally
enh
ance
d pi
ctur
es.
The
Per
iodi
cal P
ublis
hers
Ass
ocia
tion
(PPA
), w
hich
re
pres
ents
the
mag
azin
e in
dust
ry, h
as s
aid
a se
ries
of
disc
ussi
ons
will
be h
eld.
The
mov
e fo
llow
s cr
itici
sms
by th
e M
odel
Hea
lth In
quiry
, w
hich
acc
used
edi
tors
of a
ctin
g irr
espo
nsib
ly a
nd
prom
otin
g a
size
-zer
o cu
lture
.
The
repo
rt, re
leas
ed la
st S
epte
mbe
r, ur
ged
the
fash
ion
indu
stry
to a
dopt
a v
olun
tary
cod
e on
the
use
of c
ompu
ter
tech
nolo
gy to
giv
e m
odel
s un
real
istic
ally
per
fect
figu
res.
In D
ecem
ber,
the
Brit
ish
Fash
ion
Cou
ncil w
rote
to e
dito
rs
and
adve
rtise
rs a
bout
the
issu
e an
d as
ked
them
wha
t co
uld
be d
one.
The
use
of d
igita
lly-e
nhan
ced
imag
es o
f act
ress
es s
uch
as K
ate
Win
slet
and
Kei
ra K
nigh
tley
in m
agaz
ines
or t
o pr
omot
e film
s ha
s be
en c
ritic
ised
for i
ts e
ffect
on
wom
en’s
bo
dy im
age.
Win
slet
, who
has
con
sist
ently
def
ende
d fu
ller-fi
gure
d w
omen
, app
eare
d on
the
cove
r of G
Q m
agaz
ine
in a
pi
ctur
e th
at w
as a
irbru
shed
to m
ake
her a
ppea
r slim
mer
.
Kni
ghtle
y’s b
ust w
as n
otic
eabl
y en
hanc
ed o
n th
e U
S
post
ers
for t
he fi
lm K
ing
Arth
ur in
200
4.
The
PPA
ann
ounc
emen
t cam
e on
the
sam
e da
y as
an
expe
rt in
eat
ing
diso
rder
s cl
aim
ed th
at s
ocie
ty’s
obs
essi
on
with
bei
ng s
lim w
as e
ncou
ragi
ng d
iet-
bing
e cy
cles
and
bu
limia
.
Pro
f Jan
et T
reas
ure,
of t
he In
stitu
te o
f Psy
chia
try a
t Kin
g’s
Col
lege
Lon
don,
sai
d ye
ster
day
that
peo
ple’
s br
ains
cou
ld
be p
erm
anen
tly a
ltere
d in
the
proc
ess,
mak
ing
them
mor
e su
scep
tible
to o
ther
add
ictio
ns.
Glo
ssy
mag
azin
es f
ace
airb
rush
ban
Mag
azin
esco
uld
beba
nned
from
usin
gai
rbru
shed
phot
ogra
phs
ofce
lebr
ities
that
mak
eth
emlo
oksl
imm
erov
erfe
ars
that
they
are
prom
otin
gun
real
istic
body
imag
es.
Edito
rsfr
omgl
ossy
publ
icat
ions
incl
udin
gVo
gue,
Hel
lo!
and
Elle
are
tom
eett
odi
scus
sbe
stpr
actic
eon
usin
gdi
gita
llyen
hanc
edpi
ctur
es.
The
Perio
dica
lPu
blis
hers
Ass
ocia
tion
(PPA
),w
hich
repr
esen
tsth
em
agaz
ine
indu
stry
,ha
ssa
ida
serie
sof
disc
ussi
onsw
illbe
held
The
mov
efo
llow
scr
itici
sms
byth
eM
odel
Hea
lthIn
quiry
,w
hich
accu
sed
edito
rsof
actin
girr
espo
nsib
lyan
dpr
omot
ing
asi
ze-z
ero
cultu
re.
The
repo
rt,re
leas
edla
stSe
ptem
ber,
urge
dth
efa
shio
nin
dust
ryto
adop
ta
volu
ntar
yco
deon
the
use
ofco
mpu
ter
tech
nolo
gyto
give
mod
els
unre
alis
tical
lype
rfec
tfig
ures
.In
Dec
embe
r,th
eB
ritis
hFa
shio
nC
ounc
ilw
rote
toed
itors
and
adve
rtise
rsab
outt
heis
sue
and
aske
dth
emw
hatc
ould
bedo
ne.
The
use
ofdi
gita
lly-e
nhan
ced
imag
esof
actre
sses
such
asK
ate
Win
slet
and
Kei
raK
nigh
tley
inm
agaz
ines
orto
prom
ote
film
sha
sbe
encr
itici
sed
for
itsef
fect
onw
omen
'sbo
dyim
age.
Win
slet
,w
hoha
sco
nsis
tent
lyde
fend
edfu
ller-f
igur
edw
omen
,ap
pear
edon
the
cove
rof
GQ
mag
azin
ein
api
ctur
eth
atw
asai
rbru
shed
tom
ake
hera
ppea
rslim
mer
.
‘Before’and‘after’images
ofKeira
Knightleyairbrushed
forthe
film
King
Arthur.
Kni
ghtle
y's
bust
was
notic
eabl
yen
hanc
edon
the
US
post
ersf
orth
efil
mK
ing
Arth
urin
2004
.Th
ePP
Aan
noun
cem
ent
cam
eon
the
sam
eda
yas
anex
pert
inea
ting
diso
rder
scl
aim
edth
atso
ciet
y's
obse
ssio
nw
ithbe
ing
slim
was
enco
urag
ing
diet
-bin
gecy
cles
and
bulim
ia.
Prof
Jane
tTre
asur
e,of
the
Inst
itute
ofPs
ychi
atry
atK
ing'
sC
olle
geLo
ndon
,sai
dye
ster
day
that
peop
le's
brai
nsco
uld
bepe
rman
ently
alte
red
inth
epr
oces
s,m
akin
gth
emm
ore
susc
eptib
leto
othe
radd
ictio
ns.
Source 1: a
new
spap
er re
port by Soph
ie Borland
from
The
Daily Telegraph
new
spap
er in
200
8
‘ Bef
ore’
and
‘afte
r’ im
ages
of K
eira
Kni
ghtle
y ai
rbru
shed
for
the
film
Kin
g A
rthu
r.
GCSE Revision PackH
ow to
ans
wer
que
stio
n 1.
..Q
uest
ion
1 –
Info
rmat
ion
retr
ieva
l (se
arch
and
find
):
Spe
nd 8
min
utes
on
this
que
stio
n.
• A
ccor
ding
to th
is te
xt o
r w
riter
, how
or
wha
t or
why
• W
hat e
vide
nce
does
the
writ
er u
se?
• W
rite
your
ans
wer
in p
arag
raph
form
sta
ting
the
reas
ons
a w
riter
giv
es fo
r th
eir
reas
ons/
impr
essi
ons
on a
giv
en to
pic.
Rem
emb
er:
It is
imp
ort
ant
to g
ain
10/1
0 o
n q
uest
ion
1. A
lway
s tr
y to
incl
ude
12 t
hing
s (ju
st in
cas
e...)
GCSE Revision PackQ
uest
ion
1:
Info
rmat
ion
retr
ieva
lQ
uest
ion
1 –
Info
rmat
ion
retr
ieva
l (se
arch
and
find
):(s
pen
d 8
min
utes
on
this
que
stio
n)
Rea
d S
our
ce 1
Wha
t rea
sons
doe
s S
ophi
e B
orla
nd g
ive
to e
xpla
in w
hy m
agaz
ines
cou
ld b
e ba
nned
from
usi
ng a
irbru
shed
pho
togr
aphs
?
(10
mar
ks)
GCSE Revision PackQ
uest
ion
1:
Info
rmat
ion
retr
ieva
lR
ead
So
urce
1W
hat r
easo
ns d
oes
Sop
hie
Bor
land
giv
e to
exp
lain
why
mag
azin
es c
ould
be
bann
ed fr
om u
sing
airb
rush
ed p
hoto
grap
hs?
(10
mar
ks)
• It
prom
otes
unr
ealis
tic b
ody
imag
es.
• Th
e M
odel
Hea
lth In
quiry
has
crit
icis
ed m
agaz
ines
.•
It pr
omot
es a
siz
e-ze
ro c
ultu
re.
• E
dito
rs a
re a
ctin
g irr
espo
nsib
ly.•
It gi
ves
mod
els
unre
alis
tical
ly p
erfe
ct fi
gure
s.•
The
use
of d
igita
lly-e
nhan
ced
imag
es h
as b
een
criti
cise
d fo
r its
effe
ct o
n w
omen
’s b
ody
imag
e.•
Kat
e W
insl
et w
as m
ade
to a
ppea
r sl
imm
er•
Kei
ra K
nigh
tley’
s bu
st w
as n
otic
eabl
y en
hanc
ed.
• S
ocie
ty’s
obs
essi
on w
ith b
eing
slim
enc
oura
ges
diet
-bin
ge c
ycle
s.•
Soc
iety
’s o
bses
sion
with
bei
ng s
lim e
ncou
rage
s bu
limia
.•
Peo
ple’
s br
ains
cou
ld b
ecom
e pe
rman
ently
alte
red.
• P
eopl
e co
uld
beco
me
mor
e su
scep
tible
to o
ther
add
ictio
ns.
GCSE Revision PackTo
ne W
ords
Imag
ery
Nar
rato
rTh
e be
st w
ay to
bec
ome
an o
utst
and
ing
wri
ter
is to
bec
ome
an o
utst
and
ing
re
ader
firs
t. S
tage
2 in
bec
omin
g an
out
stan
ding
read
er m
eans
bei
ng a
ble
to
anal
yse
and
eval
uate
the
tone
, wo
rds,
imag
ery
and
nar
rati
ve v
oic
e of
any
te
xt th
at is
pla
ced
in fr
ont o
f you
.
T is
fo
r To
neW
is f
or
Wo
rds
I is
for
Imag
ery
N is
fo
r N
arra
tor
pass
iona
tefu
nny
ironi
cpo
sitiv
ech
eerfu
llig
ht-h
eart
edne
gativ
ede
pres
sing
sad
ener
getic
tens
ese
nsat
iona
l
form
alin
form
alco
lloqu
ial
emot
ive
vivi
dpo
wer
ful
dram
atic
tech
nica
l
Als
o th
ink
abou
t:pu
nctu
atio
nex
clam
atio
n m
arks
rhet
oric
al q
uest
ions
sim
iles
met
apho
rsal
liter
atio
ntr
iple
sco
lour
font
logo
spa
ragr
aphs
head
ings
stat
istic
squ
otat
ions
pict
ures
bulle
t poi
nts
first
(I/w
e)
third
(he/
she/
they
)
bala
nced
obje
ctiv
eim
part
ial
bias
edsu
bjec
tive
part
ial
GCSE Revision PackS
our
ce 2
: a n
ewsp
aper
rep
ort
by
Lucy
Man
gan
fro
m t
he T
eleg
rap
h ne
wsp
aper
in 2
010
Bef
ore
and
aft
er: a
n o
ld-f
ashi
one
d k
ind
of
adve
rtis
ing
sca
ndal
Joh
nso
n &
Joh
nso
n h
as h
ad a
n a
d b
ann
ed f
or b
ein
g m
isle
adin
g.
Bu
t ot
her
ad
vert
isin
g s
can
dal
s h
ave
bee
n m
uch
mor
e se
riou
s.
The
road
to h
ell i
s pa
ved
with
goo
d in
tent
ions
and
a
light
dus
ting
of fa
ce p
owde
r. Th
is s
houl
d be
the
less
on
lear
ned
by J
ohns
on &
Joh
nson
this
wee
k, a
fter
an
adve
rt fo
r th
eir
Cle
an &
Cle
ar a
cne
kit w
as b
anne
d by
th
e A
dver
tisin
g S
tand
ards
Ass
ocia
tion.
It fo
und
that
th
e us
e of
mak
eup
on it
s m
odel
s cr
eate
d a
mis
lead
ing
impr
essi
on o
f the
pro
duct
’s p
ower
s.
In th
e “b
efor
e” s
hots
, the
kit’
s us
ers
look
ed li
ke n
orm
al
teen
ager
s –
heav
ing
mas
ses
of o
vera
ctiv
e se
bace
ous
glan
ds a
nd e
yes
fille
d w
ith d
espa
ir. In
the
“afte
r” s
hots
, th
ey g
low
ed li
ke th
e m
orni
ng d
ew a
nd c
ompl
aint
s w
ere
rece
ived
abo
ut th
e di
spar
ity. J
ohns
on &
Joh
nson
sa
id th
ey u
sed
only
pow
der
to p
reve
nt c
amer
a fla
re
obsc
urin
g th
e “f
ewer
spo
ts, r
educ
ed re
dnes
s an
d m
uch
clea
rer
skin
”.
It se
ems
alm
ost u
nfai
r th
at th
e co
mpa
ny h
as b
een
chas
tised
for
wha
t is,
in th
is d
ay a
nd a
ge, a
fairl
y m
inim
al in
terv
entio
n. M
ost r
ecen
t cos
met
ic a
dver
tisin
g sc
anda
ls h
ave
requ
ired
the
addi
tion
of fa
lse
part
s (C
hery
l Col
e’s
hair
exte
nsio
ns, P
enel
ope
Cru
z’s
fake
ey
elas
hes)
or
maj
or d
igita
l enh
ance
men
t (Tw
iggy
’s
peep
ers
in re
cent
ad
for
eye
crea
m w
ere
mad
e to
lo
ok li
ke s
apph
ires
the
size
of y
our
fist)
befo
re th
ey
regi
ster
ed o
n th
e pu
blic
out
rage
-om
eter
.
Plu
s, th
e be
fore
-and
-afte
r fo
rmat
is s
o en
dear
ingl
y ol
dfas
hion
ed. I
t rec
alls
the
Gre
cian
200
0 ad
s of
ye
ster
year
or
the
(ala
s no
w d
efun
ct) I
nnov
atio
ns
cata
logu
e. It
use
d to
sel
l som
e po
stur
e-im
prov
ing
item
and
in th
e “b
efor
e” s
hot t
he w
oman
was
in
dist
ingu
isha
ble
from
Qua
sim
odo.
Her
hai
r hu
ng la
nkly
ro
und
her
pallid
face
, the
ligh
ting
was
fune
real
and
she
w
ore
a dr
ab, h
igh-
neck
ed to
p. B
ut a
fter?
Why
, afte
r, th
e de
vice
had
not
onl
y gi
ven
her
the
depo
rtm
ent o
f an
Edw
ardi
an d
uche
ss b
ut ro
sy c
heek
s, a
ski
n-tig
ht to
p an
d a
who
le n
ew li
ghtin
g rig
!
The
form
at s
urvi
ves
in th
e m
akeo
ver
stor
ies
in w
omen
’s
wee
klie
s an
d in
pla
stic
-sur
gery
ads
in th
e ba
ck o
f oth
erm
agaz
ines
. But
the
med
ia n
ow p
refe
rs to
pre
sent
us
with
airb
rush
ed im
ages
– th
e un
ackn
owle
dged
“a
fter”
sho
ts. A
sta
ndar
d of
impo
ssib
le p
erfe
ctio
n,
afte
r al
l, sh
ifts
mor
e un
its th
an a
ppar
ently
att
aina
ble
impr
ovem
ents
will
ever
do.
GCSE Revision PackH
ow to
ans
wer
que
stio
n 2.
..Q
uest
ion
2 –
Ana
lysi
s o
f p
ersu
asiv
e te
chni
que
s: (s
pen
d 1
3 m
inut
es o
n
this
que
stio
n)
• H
ow d
oes
the
writ
er tr
y to
enc
oura
ge o
r in
tere
st o
r ar
gue?
• H
ow d
oes
the
text
try
to p
ersu
ade
or s
ell o
r in
fluen
ce?
If y
ou
are
giv
en b
ulle
t p
oin
ts t
o h
elp
yo
u st
ruct
ure
your
ans
wer
the
n yo
u m
ust
exp
lore
eve
ry b
ulle
t p
oin
t –
you’
ll lo
se m
arks
if y
ou
do
n’t
com
men
t o
n ea
ch b
ulle
t p
oin
t.
Sta
rt a
new
par
agra
ph
each
tim
e yo
u st
art
wri
ting
ab
out
a n
ew b
ulle
t p
oin
t.
GCSE Revision PackH
ow to
ans
wer
que
stio
n 3.
..Q
uest
ion
3 –
Vie
wp
oin
t/at
titu
de:
(sp
end
13
min
utes
on
this
que
stio
n)
• W
hat a
re th
e w
riter
’s a
ttitu
des
to...
• W
hat a
re th
e w
riter
’s o
pini
ons
of...
• W
hat a
re th
e w
riter
s th
ough
ts a
nd fe
elin
gs a
bout
...
This
que
stio
n gi
ves
you
the
oppo
rtun
ity to
writ
e ab
out P
AT
and
TW
IN in
alo
t of d
etai
l. Th
ink
abou
t:
• P
urp
ose
of t
ext –
e.g
. per
suad
e, a
rgue
, adv
ise,
info
rm, e
xpla
in, e
tc.
• A
udie
nce
– ag
e, g
ende
r, in
tere
sts,
etc
.•
Typ
e o
f te
xt –
art
icle
, rev
iew
, rep
ort,
spee
ch, l
ette
r, et
c.•
Tone
of
text
– p
assi
onat
e, fu
nny,
iron
ic, p
ositi
ve, t
ense
, etc
.•
Wo
rds
– fo
rmal
, inf
orm
al, c
ollo
quia
l, em
otiv
e, v
ivid
, etc
.•
Imag
ery
– pr
esen
tatio
n, q
uota
tions
, bul
let p
oint
s, e
tc.
• N
arra
tor
– bi
ased
, sub
ject
ive,
par
tial,
bala
nced
, obj
ectiv
e, e
tc.
GCSE Revision PackH
ow to
ans
wer
que
stio
n 4.
..Q
uest
ion
4 –
Co
mp
aris
on
of
text
s: (s
pen
d 1
8 m
inut
es o
n th
is q
uest
ion)
• C
ompa
re a
nd c
ontr
ast t
hese
text
s•
Usi
ng in
form
atio
n fro
m b
oth
text
s, e
xpla
in w
hy...
Mak
e su
re t
hat
you
use
app
rop
riat
e co
nnec
tive
s fo
r co
mp
aris
on
and
ex
pla
nati
on,
fo
r ex
amp
le: h
ow
ever
, lik
ewis
e, f
urth
erm
ore
, sim
ilarl
y, a
s yo
u ca
n se
e, if
thi
s co
ntin
ues,
ab
ove
all,
whe
reas
, so
, but
, etc
.
GCSE Revision PackP
oin
t E
vid
ence
Exp
lain
Whe
n yo
u ha
ve to
ana
lyse
a te
xt it
is h
elpf
ul to
use
the
Poi
nt E
vide
nce
Exp
lain
(P
EE
) str
uctu
re to
mak
e su
re th
at y
ou a
naly
se t
he w
rite
r’s u
se o
f la
ngua
ge
in
as m
uch
deta
il as
pos
sibl
e.
P is
fo
r P
oin
tE
is f
or
Evi
den
ceE
is f
or
Exp
lain
Mak
e a
poin
t abo
ut th
ete
xt a
nd re
late
it to
the
ques
tion.
..
Sel
ect a
sho
rt q
uota
tion
to
back
up
your
com
men
t OR
m
ake
clos
e re
fere
nce
to
text
...
Ana
lyse
use
of l
angu
age
and
the
effe
ct o
n th
e re
ader
...
In R
omeo
and
Jul
iet,
Sha
kesp
eare
use
sim
ager
y co
nnec
ted
tolig
ht.
Whi
le R
omeo
wai
ts b
elow
Ju
liet’s
bal
cony
, he
says
, ‘Th
e br
ight
ness
of h
er c
heek
wou
ld
sham
e th
ose
star
s, /
As
dayl
ight
dot
h a
lam
p.’
Rom
eo u
ses
his
wor
ds to
pai
nt
a pi
ctur
e fu
ll of
imag
es o
f lig
ht. J
ulie
t’sbe
auty
is a
s ra
dian
t as
dayl
ight
and
wou
ld‘s
ham
e’ th
e st
ars.
The
se
imag
es o
f lig
ht c
ontra
st s
trong
ly
with
, im
ages
of d
arkn
ess,
es
peci
ally
whe
n th
e lo
vers
die
at
the
end
of th
e pl
ay.
GCSE Revision PackC
onn
ecti
ves
as S
ignp
ost
sW
hen
you
have
to a
naly
se a
text
it is
hel
pful
to u
se th
e P
oint
Evi
denc
e E
xpla
in
(PE
E) s
truc
ture
to m
ake
sure
that
you
ana
lyse
the
wri
ter’s
use
of
lang
uag
e in
as
muc
h de
tail
as p
ossi
ble.
Ad
din
gS
eque
ncin
gE
mp
hasi
sing
Co
mp
arin
gan
dal
soas
wel
l as
mor
eove
rto
o
next
then
first
ly, s
econ
dly.
..fin
ally
mea
nwhi
leev
entu
ally
afte
r, be
fore
abov
e al
lin
par
ticul
ares
peci
ally
sign
ifica
ntly
inde
edno
tabl
y
equa
llyin
the
sam
e w
aysi
mila
rlylik
ewis
eas
with
like
Cau
se a
nd E
ffec
tQ
ualif
ying
Illus
trat
ing
Co
ntra
stin
gbe
caus
eso th
eref
ore
thus
cons
eque
ntly
how
ever
alth
ough
unle
ssex
cept
if as lo
ng a
s
for
exam
ple
such
as
for
inst
ance
as re
veal
ed b
yin
the
case
of
whe
reas
inst
ead
ofal
tern
ativ
ely
othe
rwis
eun
like
on th
e ot
her
hand
GCSE Revision PackU
nit
2:
Tran
sact
iona
l Wri
ting
This
is a
ON
E H
OU
R te
st o
f you
r w
ritin
g sk
ills. Y
ou m
ust c
ompl
ete
both
task
s on
this
pap
er. T
here
will
be 2
tas
ks a
nd e
ach
is w
orth
20
mar
ks, s
o yo
u sh
ould
sp
end
30 m
inut
es o
n ea
ch. F
or e
ach
task
, div
ide
up y
our
time
in th
is w
ay:
5 m
inut
es –
pla
nnin
g20
min
utes
– w
ritin
g5
min
utes
– c
heck
ing
Take
spe
cial
car
e w
ith h
andw
ritin
g, s
pellin
g an
d pu
nctu
atio
n.
Hig
her
tier
stu
den
ts s
houl
d w
rite
at
leas
t 1½
PA
GE
S f
or
each
tas
k.
Use
as
man
y p
ersu
asiv
e w
riti
ng t
echn
ique
s as
yo
u ca
n...
GCSE Revision PackW
riti
ng t
o P
ersu
ade
Per
suas
ion
and
Rhe
tori
cR
heto
ric is
‘lan
guag
e us
ed fo
r ef
fect
’. U
sing
rhe
toric
al te
chni
ques
is a
goo
d w
ay to
sho
w th
at
you
are
skille
d w
ith y
our
use
of la
ngua
ge. H
ow m
any
rhet
oric
al te
chni
ques
can
you
find
in th
e sp
eech
by
US
Pre
side
nt, B
arac
k O
bam
a, b
elow
?
P is
fo
r P
oin
tE
is f
or
Evi
den
ceA
re y
ou
able
to
use
...Im
pera
tives
App
eal/d
irect
add
ress
Mod
al v
erbs
Allit
erat
ion
Fact
sO
pini
ons
Rep
etiti
onE
mot
ive
lang
uage
Sta
tistic
sTr
iple
sE
xagg
erat
ion
Rhe
toric
al q
uest
ions
?W
hat
abo
ut...
Imag
ery?
C
ontr
ast?
Exa
mpl
es?
Ane
cdot
es?
Hum
our?
For
we
have
a c
hoic
e in
this
cou
ntry
. We
can
acce
pt a
pol
itics
th
at b
reed
s di
visi
on, a
nd c
onfli
ct, a
nd c
ynic
ism
.W
e ca
n do
that
.B
ut if
we
do, I
can
tell
you
that
in th
e ne
xt e
lect
ion,
we’
ll be
ta
lkin
g ab
out s
ome
othe
r di
stra
ctio
n. A
nd th
en a
noth
er o
ne.
And
not
hing
will
chan
ge.
That
is o
ne o
ptio
n. O
r, at
this
mom
ent,
in th
is e
lect
ion,
we
can
com
e to
geth
er a
nd s
ay, ‘
Not
this
tim
e.’ T
his
time
we
wan
t to
talk
abo
ut th
e cr
umbl
ing
scho
ols
that
are
ste
alin
g th
e fu
ture
of
bla
ck c
hild
ren
and
whi
te c
hild
ren
and
Asi
an c
hild
ren
and
His
pani
c ch
ildre
n an
d N
ativ
e A
mer
ican
chi
ldre
n. T
his
time
we
wan
t to
reje
ct th
e cy
nici
sm th
at te
lls u
s th
at th
ese
kids
can
’t le
arn;
that
thos
e ki
ds w
ho d
on’t
look
like
us
are
som
ebod
y el
se’s
pro
blem
. The
chi
ldre
n of
Am
eric
a ar
e no
t tho
se k
ids,
th
ey a
re o
ur k
ids,
and
we
will
not l
et th
em fa
ll be
hind
in a
21s
t ce
ntur
y ec
onom
y. N
ot th
is ti
me.
GCSE Revision PackW
rite
an
arti
cle
for
a na
tio
nal
new
spap
er p
ersu
adin
g m
ore
p
eop
le t
o v
ote
.
Par
agra
ph
5:if
you
care
abo
utyo
ur c
ount
ry y
oush
ould
vot
e
Par
agra
ph
2:so
me
peop
le a
re to
rtur
ed
for
havi
ng a
n op
inio
n
Par
agra
ph
1:if
you
don’
t vot
e th
en
you
can’
t com
plai
n
Par
agra
ph
4:w
e se
em to
hav
e lo
st
our
sens
e of
val
ues
Par
agra
ph
3:so
me
peop
le th
ink
vo
ting
is p
oint
less
GCSE Revision PackW
riti
ng it
Rig
ht!
PLA
N fo
r su
cces
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entif
y PA
T an
d th
en p
rodu
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spi
der
diag
ram
pla
n fo
r
5 pa
ragr
aphs
VC
OP
V is
fo
r Vo
cab
ular
y:
be a
s am
bitio
us a
s yo
u ca
n an
d us
e as
m
any
WO
W W
OR
DS
as p
ossi
ble.
Nou
nsA
djec
tives
Verb
sA
dver
bs
C is
fo
r C
onn
ecti
ves:
use
the
right
conn
ectiv
es in
you
rco
mpo
und
and
your
com
plex
sen
tenc
es.
and.
..but
...so
...be
caus
e...w
hen.
..if..
.af
ter..
.whi
le...
as w
ell
as ..
. alth
ough
...
how
ever
... a
lso
...be
side
s...i
n ad
ditio
nto
...
O is
fo
r O
pen
ers:
vary
you
r se
nten
cele
ngth
and
wor
dor
der
to k
eep
the
read
er in
tere
sted
.
Firs
t... T
hen.
.. N
ext..
.S
oon.
.. If.
.. A
fter..
.A
lthou
gh...
Bef
ore.
..A
fterw
ards
... O
ften.
..S
omet
imes
...B
esid
es...
How
ever
...E
ven
thou
gh...
P is
for
Pun
ctua
tio
n:
use
as w
ide
a ra
nge
as y
ou p
ossi
bly
can
. ? , ! ‘ “” ( ) ... : ; -
Writing TaskIn
form
al le
tter
Form
al le
tter
Rep
ort
Art
icle
Leafl
et
Sp
eech
Rev
iew
Po
ssib
le s
tyle
s yo
u w
il b
e as
ked
to
wri
te in
Writ
ing
task
s
• Id
enti
fy t
he p
urp
ose
, aud
ienc
e an
d f
orm
at f
or
each
tas
k•
Rev
ise
the
form
ats
of
each
tas
k•
Att
emp
t th
e q
uest
ions
giv
en•
Rev
ise
all t
he p
ersu
asiv
e te
chni
que
s•
Pro
ofr
ead
yo
ur w
ork
at
all t
imes
.
Writing Task
Writing Task
Info
rmal
You
have
a fr
iend
who
is
thin
king
of d
oing
a
para
chut
e ju
mp
for
char
ity. W
rite
to y
our
frien
d gi
ving
you
r op
inio
ns.
Sta
rt a
new
line
for
the
dat
e.
Your
add
ress
Main
Bo
dy:
This
is w
here
you
will
nee
d to
write
you
r le
tter
.
Rem
em
ber:
As
this
is a
n in
form
al le
tter
, yo
u ca
n us
e m
ore
info
rmal
lang
uage
.
Inf
orm
al le
tter
s us
ually
dis
cuss
mor
e pe
rson
issu
es.
Thi
nk a
bout
who
you
are
writing
to
and
adap
t yo
ur la
ngua
ge t
o su
it t
hem
. Yo
u m
ay u
se d
iffer
ent
lang
uage
with
a fa
mily
mem
ber
than
you
wou
ld a
cl
ose
frie
nd.
Thi
nk a
bout
why
you
are
bei
ng a
sked
to
write
the
lett
er.
Are
you
try
ing
to
pers
uade
you
r fr
iend
/fam
ily m
embe
r to
do
som
ethi
ng?
Are
you
tel
ling
th
em s
ome
new
s? T
his
will
influ
ence
the
way
you
will
write
you
r le
tter
.
Bre
ak y
our
lett
er d
own
into
par
agra
phs.
Eac
h pa
ragr
aph
shou
ld d
iscu
ss a
si
ngle
idea
. O
nce
you
have
fini
shed
tal
king
abo
ut t
hat
idea
, m
ove
on t
o a
new
par
agra
ph.
Che
ck y
our
punc
tuat
ion.
Altho
ugh
this
is a
n in
form
al le
tter
, yo
u w
ill s
till
ne
ed t
o us
e pu
nctu
atio
n in
the
rig
ht p
lace
s.
Sta
rt a
new
line
for
the
mai
n bo
dy.
Gre
eti
ng
:(e
.g.
Dea
r, H
i, H
ello
and
the
n th
e pe
rson
’s n
ame)
Clo
sin
g:
(e.g
. Lo
ve fro
m a
nd t
hen
your
nam
e)
Dat
e
Sta
rt a
new
line
for
you
r cl
osin
g.
Writing Task
Your friend has asked you for your advice about running the London Marathon next year. Write a letter in response giving your views about his/her decision to run the race. Spend 25 minutes writing your answer.
23 Cherry Garden Drive Cherry Tree Blackburn
Lancashire BB3 7XY
Monday 8th February 2016
Hey Chloe,
How are you, my dear friend? I can’t believe it’s almost a year since I saw you last! When are you coming back up to the sunny North? It misses you; I miss you; we all miss you! How are the two little ones? I can imagine they love the weather in the South compared to the shocking weather we get all year round ‐ poor us. Do you fancy trading?
I received your letter; thank you for writing. I am okay thank you ‐ no need to worry… I know you’re only a phone call away if I need someone to talk to. We have been friends now for, wow, 15 years! We’ve had some great memories haven’t we? And now you want to add one more, one really big one… The London Marathon!
Firstly, I think it is amazing that you want to run the marathon ‐ I really do. I do have some questions for you though ‐ you know what I’m like! Which charity are you running for? When did you start training? Please tell me you have!?!?! Have you bought a fancy dress costume for the TV? And the most important question, can I join you? How fabulous would that be!
Thinking about charities, I would like to run for Cancer Research ‐ they helped out my Grandad when he was ill and I would like to repay them if I can. Which one would you run for Chloe? Raising money for charity would be amazing ‐ think about the feeling, emotions and pleasure we would get from doing something amazing! We could do it together ‐ you could get sponsors from the South and I could from the North ‐ we could raise thousands Chloe, thousands!
We need to do it in fancy dress though: Scooby and Scrappy doo, The Teletubbies, or even Mr and Mrs Santa Claus? The possibilities and endless; I am very excited about this now. Should we get anyone else involved: John, Jamie, Michelle or even David? (Can you imagine David running for 26.2 miles in fancy dress ‐ we would have to carry him half‐way haha…)
Right, one major thing we need to think about! We need to make a pact about dieting!!! The thought worries me; (I know it worries you too!) We need to stick to a strict diet ‐ even though I am drinking Coca‐Cola and eating chocolate as I write this letter. Oh well ‐ the diet
Commented [ian.ramsa1]: Purpose – advise a friend about running the London Marathon Audience – a close friend Type – advising the positives and potential drawbacks of running the marathon Type – advise
Commented [ian.ramsa2]: Format‐ one addresses (your address on the left)
Commented [ian.ramsa3]: Introductory paragraph ‐ friendly and personal Topic sentence Engaging opening Tone ‐ informal and friendly
Commented [ian.ramsa4]: VSSSP (Punctuation) – semi‐colon
Commented [ian.ramsa5]: VSSSP (Punctuation) ‐ Rhetorical question
Commented [ian.ramsa6]: “Firstly” ‐ Time connective to begin the main Purpose of your writing
Commented [ian.ramsa7]: VSSSP (Sentence Structure) ‐ Complex sentence
Commented [ian.ramsa8]: VSSSP (Sentence Structure) ‐ Complex sentence
Commented [ian.ramsa9]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa10]: VSSSP (Punctuation) colon ‐ to create a list
Commented [ian.ramsa11]: VSSSP (Punctuation) ‐ brackets
Commented [ian.ramsa12]: VSSSP (Punctuation) – semi colon
Informal Letter
starts Monday as they say. I will research the best ways to diet to build stamina and muscle and I will send the information to you as soon as possible, so we can start together. If you start earlier ‐ that’s cheating…
Okay, so I will end this letter here. I am so excited by this opportunity now and am relishing the chance to raise money for charity ‐ what a buzz we will get! Please take care of yourself and give the boys a hug from me. Look after yourself; I love you and miss you; I can’t wait to see you again my little running companion!
Lots of love,
Jennie
Commented [ian.ramsa13]: VSSSP (Punctuation) ‐ Dash
Commented [ian.ramsa14]: VSSSP (Punctuation) Exclamatory sentence
Commented [ian.ramsa15]: Tone‐ polite ending to a personalised letter to a friend
Form
alYo
ur lo
cal a
rea
has
just
be
en v
oted
the
wor
st
plac
e to
live
in te
rms
of
bein
g en
viro
nmen
tally
fri
endl
y. W
rite
a le
tter
to
your
loca
l new
spap
er
sugg
estin
g w
hat y
outh
ink
are
the
prob
lem
s an
d w
hat c
an b
e do
ne to
ta
ckle
this
issu
e.
Writing TaskSta
rt a
new
line
for
the
dat
e.
Your
add
ress
Leav
e a
line
in b
etw
een
th
e ad
dres
s of
who
you
ar
e w
riting
to
and
your
gr
eeting
.
Nam
e an
d ad
dres
s of
the
pe
rson
you
are
writing
to
Main
Bo
dy:
This
is w
here
you
will
nee
d to
write
you
r le
tter
.
Rem
em
ber:
You
r fir
st p
arag
raph
sho
uld
expl
ain
why
you
are
writing
the
lett
er.
As
this
is a
for
mal
lett
er,
you
need
to
keep
to
Sta
ndar
d En
glis
h
(e.g
. no
sla
ng).
You
will
nee
d to
be
polit
e, b
ut d
irec
t.
Bre
ak y
our
lett
er d
own
into
par
agra
phs.
Eac
h pa
ragr
aph
shou
ld d
iscu
ss a
si
ngle
idea
. O
nce
you
have
fini
shed
tal
king
abo
ut t
hat
idea
, m
ove
on t
o a
new
par
agra
ph.
You
need
to
leav
e a
line
in b
etw
een
each
par
agra
ph.
Thi
nk a
bout
who
you
are
writing
to
and
adap
t yo
ur la
ngua
ge a
ppro
pria
tely
.
You
will
use
diff
eren
t la
ngua
ge c
hoic
es d
epen
ding
on
the
audi
ence
.
Thi
nk a
bout
why
you
are
bei
ng a
sked
to
write
the
lett
er.
Are
you
bei
ng
aske
d to
giv
e yo
ur o
pini
on o
n an
issu
e? A
re y
ou b
eing
ask
ed t
o gi
ve y
our
supp
ort
for
a fu
ndra
iser
? Th
is w
ill in
fluen
ce t
he w
ay y
ou w
ill n
eed
to
write
you
r le
tter
. Th
is w
ill in
fluen
ce t
he w
ay y
ou w
ill n
eed
to w
rite
you
r le
t-te
r. I
s it t
o ar
gue?
Pe
rsua
de?
Adv
ise?
Sta
rt a
new
line
in b
etw
een
your
gre
etin
g an
d th
e m
ain
body
.
Gre
eti
ng
:(e
.g.
Dea
r an
d th
e na
me
of t
he p
erso
n yo
u ar
e w
riting
to
(Mr/
Mrs
/Ms
Sm
ith
or T
o w
hom
it m
ay c
once
rn)
Clo
sin
g:
(e.g
. Yo
urs
sinc
erel
y if
you
know
the
nam
e of
the
per
son
or Y
ours
fai
thfu
lly if
you
do
n’t
and
then
you
r si
gnat
ure,
fol
low
ed b
y yo
ur n
ame
prin
ted
belo
w it
).
Dat
e
Write a letter in reply, giving your opinions about mobile phones. Spend 25 minutes writing your answer. 23 Cherry Garden Drive Cherry Tree Blackburn
Lancashire BB3 7XY
Monday 8th February 2016
Blackburn Advisor 1 High Street Blackburn Lancashire BB1 1HT RE: The mobile phone ‐ a fantastic invention or a social liability?
Dear Editor,
I am writing this letter, in response to an extract in your latest edition of The Lancashire Telegraph, expressing my views and opinions regarding the significance of mobile phones and their practicalities.
Technology is evolving at a rapid pace, would you not you agree? Society is now driven by mobile devices; alarmingly 75% of the community’s population have mobile phone devices. This is a major increase from ten years ago where the figure stood at only 50%! In your article you do express that “technology can be very impressive.” I wholeheartedly agree with your statement and agree that technology can be impressive, yet the consequences, if used irresponsibly, can be cataclysmic!
A main motive for having a mobile phone is for convenience and for emergency situations. Firstly, having a mobile phone allows individuals to have regular communication with close friends and family ‐ would you not agree this is advantageous? Further to this, we are always able to stay connected and are able to use the device portably. One can use mobiles for various jobs: sending and receiving emails, browsing websites and downloading games/music. Secondly, although mobile phones do not guarantee safety, you can use it to make calls whenever there is an emergency. I implore anyone to argue against this essential point; everyone would agree that having a mobile in an emergency is a must!
Commented [ian.ramsa1]: Purpose – opinions about mobile phones Audience – mobile phone users Type ‐ Opinion based letter Type – Persuade and inform
Commented [ian.ramsa2]: Format ‐ two addresses (their address on the left)
Commented [ian.ramsa3]: VSSSP (Punctuation) colon
Commented [ian.ramsa4]: VSSSP (punctuation) dash
Commented [ian.ramsa5]: VSSSP (punctuation) rhetorical question
Commented [ian.ramsa6]: Introductory paragraph Purpose ‐ response to an article in The Lancashire Telegraph expressing own views
Commented [ian.ramsa7]: Topic sentence Imagery ‐ rhetorical question
Commented [ian.ramsa8]: Imagery ‐ statistics
Commented [ian.ramsa9]: VSSSP (Sentence Structure) ‐ simple sentence
Commented [ian.ramsa10]: VSSSP (Sentence Structure) ‐ complex sentence
Commented [ian.ramsa11]: “Firstly” ‐ Time connective to begin the main argument structure and linking words and paragraphs
Commented [ian.ramsa12]: VSSSP (punctuation) ‐ dash
Commented [ian.ramsa13]: VSSSP (Punctuation) Colon ‐ to create a list
Commented [ian.ramsa14]: VSSSP (Sentence Structure) ‐ simple sentence
Commented [ian.ramsa15]: VSSSP (punctuation) ‐ semi‐colon
Formal Letter
Writing Task
Having said this, I do take your other points into careful consideration as mobile devices, if used irresponsibly, could lead to anti‐social, and sometimes illegal, behaviour. This is where we need to be careful, clever and conscientious about how we use technology. One major worry I have are the amount of accidents, caused daily, due to people’s inability to use mobile devices safely. Inexplicably, in Blackburn alone, on average five people per day died on our roads last year ‐ due to the inappropriate use of mobile phones whilst driving ‐ a statistic we could all tremble at.
Outlined above, I have expressed my concern for the inappropriate use of mobile devices, but my view is that there are more rewards than hindrances of having one. This is why I have come to the conclusion that, for a modern day society, mobile phones are a necessity. Is it possible to live in today’s society without one? I am sure it is! Nonetheless, why would we if we are responsible and accountable for our actions when using such a magnificent invention!
In conclusion, I am a firm believer in everything having a place in the modern society we live in, as long as it is used sensibly and responsibly. I do believe that technology has a lot to answer for in regards to the safety and welfare of the local community and beyond, but the question I pose to you is, ‘Are mobile phones to blame for the issues generated socially or is it the users who are to blame?’
I acknowledge the time spent reading this letter and would be grateful if you could respond to my letter expressing your views further on this important matter.
Yours faithfully,
Mr I Ramsay
Commented [ian.ramsa16]: Tone – formal and professional ‐ suits the Purpose
Commented [ian.ramsa17]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa18]: Statistics ‐ 5 people on average a day died due to the inappropriate use of mobile phones
Commented [ian.ramsa19]: VSSSP (Sentence Structure) – compound sentence
Commented [ian.ramsa20]: VSSSP (sentence structure) ‐ embedded clause for a complex sentence
Commented [ian.ramsa21]: VSSSP (Punctuation) ‐ exclamation mark
Commented [ian.ramsa22]: “In conclusion” ‐ connective to indicate the concluding paragraph of the letter Tone – authoritative ‐ expressing opinions
Commented [ian.ramsa23]: VSSSP (Sentence Structure) – compound sentence
Commented [ian.ramsa24]: Narrator ‐ “you” direct address
Commented [ian.ramsa25]: Format ‐ appropriate ending for a letter to someone you do not know personally
Having said this, I do take your other points into careful consideration as mobile devices, if used irresponsibly, could lead to anti‐social, and sometimes illegal, behaviour. This is where we need to be careful, clever and conscientious about how we use technology. One major worry I have are the amount of accidents, caused daily, due to people’s inability to use mobile devices safely. Inexplicably, in Blackburn alone, on average five people per day died on our roads last year ‐ due to the inappropriate use of mobile phones whilst driving ‐ a statistic we could all tremble at.
Outlined above, I have expressed my concern for the inappropriate use of mobile devices, but my view is that there are more rewards than hindrances of having one. This is why I have come to the conclusion that, for a modern day society, mobile phones are a necessity. Is it possible to live in today’s society without one? I am sure it is! Nonetheless, why would we if we are responsible and accountable for our actions when using such a magnificent invention!
In conclusion, I am a firm believer in everything having a place in the modern society we live in, as long as it is used sensibly and responsibly. I do believe that technology has a lot to answer for in regards to the safety and welfare of the local community and beyond, but the question I pose to you is, ‘Are mobile phones to blame for the issues generated socially or is it the users who are to blame?’
I acknowledge the time spent reading this letter and would be grateful if you could respond to my letter expressing your views further on this important matter.
Yours faithfully,
Mr I Ramsay
Commented [ian.ramsa16]: Tone – formal and professional ‐ suits the Purpose
Commented [ian.ramsa17]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa18]: Statistics ‐ 5 people on average a day died due to the inappropriate use of mobile phones
Commented [ian.ramsa19]: VSSSP (Sentence Structure) – compound sentence
Commented [ian.ramsa20]: VSSSP (sentence structure) ‐ embedded clause for a complex sentence
Commented [ian.ramsa21]: VSSSP (Punctuation) ‐ exclamation mark
Commented [ian.ramsa22]: “In conclusion” ‐ connective to indicate the concluding paragraph of the letter Tone – authoritative ‐ expressing opinions
Commented [ian.ramsa23]: VSSSP (Sentence Structure) – compound sentence
Commented [ian.ramsa24]: Narrator ‐ “you” direct address
Commented [ian.ramsa25]: Format ‐ appropriate ending for a letter to someone you do not know personally
Formal Letter
Writing Task
Rep
ort
Your
sch
ool i
s ke
en
to r
aise
mon
ey fo
r ex
tra
activ
ities
. Writ
e a
repo
rt fo
r th
e P
aren
ts’
Ass
ocia
tion
sayi
ng: 1
) w
hat t
he s
choo
l nee
ds
mos
t urg
ently
; 2) g
ive
sugg
estio
ns a
s to
how
the
mon
ey c
ould
be
rais
ed.
Writing TaskTi
tle: T
his
shou
ld s
um u
p w
hat t
he re
port
is a
bout
:
Intr
oduc
tion:
Thi
s sh
ould
sum
mar
ise:
• W
hat t
he re
port
is a
bout
.•
Why
you
hav
e be
en a
sked
to w
rite
it.•
How
you
wen
t abo
ut re
sear
chin
g it.
• W
hat y
our r
epor
t int
ends
to d
o.
Mai
n B
ody:
Thi
s se
ctio
n sh
ould
con
tain
the
findi
ngs
of y
our r
epor
t.Th
ink
abou
t inc
ludi
ng:
• S
tatis
tics
to b
ack
up y
our p
oint
s.•
Opi
nion
s fro
m p
eopl
e in
volv
ed in
wha
t you
are
writ
ing
abou
t.•
Any
det
ails
on
wha
t has
bee
n do
ne a
lread
y to
sol
ve th
e pr
oble
m y
ou
are
writ
ing
abou
t.•
Whe
ther
any
pre
viou
s su
gges
tions
hav
e be
en e
ffect
ive
or n
ot.
Rec
omm
enda
tions
:Th
is s
ectio
n sh
ould
incl
ude
any
sugg
estio
ns y
ou h
ave
for h
ow th
e pr
oble
m c
an b
e so
lved
and
sho
uld
be b
ased
on
the
findi
ngs
you
incl
uded
in th
e m
ain
body
of y
our r
epor
t.
Thes
e re
com
men
datio
ns s
houl
d:
• B
e w
ritte
n in
a b
ulle
t-po
inte
d lis
t.•
Be
brie
f and
dire
ct.
• S
olve
the
prob
lem
s yo
u w
rote
abo
ut in
the
mai
n bo
dy o
f you
r rep
ort.
• E
xpla
in h
ow e
ach
reco
mm
enda
tion
solv
es th
ese
prob
lem
s.
Con
clus
ion:
Thi
s se
ctio
n sh
ould
sum
mar
ise
your
repo
rt an
d its
fin
ding
s.
Try
to:
• F
inis
h on
a p
ositi
ve n
ote.
You
nee
d to
be
able
to c
onvi
nce
your
re
ader
s th
at th
e pr
oble
ms
can
be s
olve
d by
the
reco
mm
enda
tions
yo
u ha
ve m
ade.
• K
eep
your
con
clus
ion
brie
f.
Writing Task
Write a report to the local council giving your views on the best way to improve the community cohesion in your town. Spend 25 minutes writing your answer.
A report to Blackburn and Darwen Council raising awareness of beneficial ways in order to improve community cohesion in the community of Blackburn and Darwen.
To: Blackburn and Darwen Council
From: Mr S Patel (Chairman of the school’s committee.)
Introduction
At a recent meeting, held at a Tauheedul Islam Boys’ High School, there were key matters arising with regards to ways in which the town of Blackburn could benefit from the injection of new and innovative ideas in order to achieve community cohesion. In this report, I will outline proposed ideas from the meeting which will highlight significant areas where Blackburn could benefit from improved communal facilities.
Current issues within the town centre
At this moment in time, the community of Blackburn lacks any ambition and drive to be unique, independent and traditional. A recent study shows that eighty‐two per cent of the local community do not feel as though their town is unrivalled and distinctive enough in comparison to other towns further afield in neighbouring boroughs. The local community feel that the town would benefit from copious innovative plans in order to bring the community together. In a recent census we highlighted particular areas that residents feel are essential in order to help develop, cultivate and re‐define the community of Blackburn and Darwen.
Engaging young people from different backgrounds
Schools, unquestionably, play a major part in developing cohesive communities. They have an open access to education and are able to promote social and cultural diversity; they provide a meeting place for community meetings; and they bring people together by involving people from different backgrounds in decision making processes. The town of Blackburn is filled with fruitful diversity and one major flaw, that can easily be eradicated, could be to use schools purposefully in order to develop whole community projects such as drama and arts festivals, music, food and drink festivals. By including the young people of the community in the decision making process, we are building a culture of togetherness and cohesion which is a major factor if the town aspires to be one hundred per cent cohesive. Would you not agree? This is a unanimous drive by the citizens of the Blackburn and Darwen community.
Community markets for festive periods of the year
In the Blackburn and Darwen area we celebrate numerous religious festivals: Eid, Christmas and Easter to name but a few. What do we do to celebrate these momentous events as a community? To develop the town’s cohesion, we need to mark each event collectively. It
Commented [ian.ramsa1]: Purpose – a report to the local council giving views on ways to improve community cohesion Audience – Blackburn and Darwen Council Type ‐ Opinion based report Type – Persuade, explain and inform
Commented [ian.ramsa2]: VSSSP (sentence structure) embedded clause
Commented [ian.ramsa3]: VSSSP (Words) – emotive language “injection”, “innovative” and “cohesion”
Commented [ian.ramsa4]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa5]: Imagery‐ statistics
Commented [ian.ramsa6]: VSSSP (Words) – emotive language “copious” and “innovative”
Commented [ian.ramsa7]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa8]: VSSSP (Punctuation) – semi colon
Commented [ian.ramsa9]: VSSSP (Sentence Structure) ‐ complex sentence
Commented [ian.ramsa10]: VSSSP (Punctuation) ‐ Rhetorical question
Commented [ian.ramsa11]: Fact‐ Blackburn and Darwen celebrate numerous religious festivals
Commented [ian.ramsa12]: VSSSP (Punctuation) colon ‐ to create a list
Commented [ian.ramsa13]: VSSSP (Sentence Structure) ‐ complex sentence
Report
was claimed in the meeting, by numerous citizens, that we should hold annual community markets where food, drink, presents, gifts and stories are shared to mark each occasion joyously. Community markets would be a productive way to encourage and engage the whole community to join together as one. This idea was suggested and agreed by the majority of the community, as long as the markets are tasteful, sophisticated and elegant. We want the markets to be an advertisement for the local town and a welcoming feature for citizens of other boroughs to come and visit.
Challenging and changing attitudes
People generally base what they believe in from what they have experienced or heard through hearsay or through the media. When beliefs start to impact on or are divisive to individual or community relationships ‐ this causes a threat to cohesion. This is why it is fundamentally important that we find ways to define, test and then change perceptions of individuals and groups where these perceptions are misplaced or misunderstood. This will help develop the spirit of the community as long as we challenge and change those minor attitudes that could be disadvantageous for our journey forward; we must all respect, respond and act accordingly in order for this proposal to be successful. Conclusion Within this report I have outlined the ways in which the Blackburn and Darwen community could engross the community’s citizens in bringing together the residents of the town, and surrounding area, together as one by suggesting activities that could take place within the community. There is no question that community cohesion exists however we need to engage the community and open up the community’s spirit by putting together a project that shows cohesion consistently. I am sure, with your support and guidance, the community of Blackburn and Darwen could be the community where everyone joins as one to live in peace and harmony.
Commented [ian.ramsa14]: VSSSP (Sentence Structure) ‐ simple sentence
Commented [ian.ramsa15]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa16]: VSSSP (Sentence Structure) ‐ simple sentence
Commented [ian.ramsa17]: VSSSP (punctuation) semi‐colon
Commented [ian.ramsa18]: Tone – professional and formal
Commented [ian.ramsa19]: VSSSP (Sentence Structure) ‐ compound sentence
Commented [ian.ramsa20]: VSSSP (sentence structure) embedded clause
Writing Taskwas claimed in the meeting, by numerous citizens, that we should hold annual community markets where food, drink, presents, gifts and stories are shared to mark each occasion joyously. Community markets would be a productive way to encourage and engage the whole community to join together as one. This idea was suggested and agreed by the majority of the community, as long as the markets are tasteful, sophisticated and elegant. We want the markets to be an advertisement for the local town and a welcoming feature for citizens of other boroughs to come and visit.
Challenging and changing attitudes
People generally base what they believe in from what they have experienced or heard through hearsay or through the media. When beliefs start to impact on or are divisive to individual or community relationships ‐ this causes a threat to cohesion. This is why it is fundamentally important that we find ways to define, test and then change perceptions of individuals and groups where these perceptions are misplaced or misunderstood. This will help develop the spirit of the community as long as we challenge and change those minor attitudes that could be disadvantageous for our journey forward; we must all respect, respond and act accordingly in order for this proposal to be successful. Conclusion Within this report I have outlined the ways in which the Blackburn and Darwen community could engross the community’s citizens in bringing together the residents of the town, and surrounding area, together as one by suggesting activities that could take place within the community. There is no question that community cohesion exists however we need to engage the community and open up the community’s spirit by putting together a project that shows cohesion consistently. I am sure, with your support and guidance, the community of Blackburn and Darwen could be the community where everyone joins as one to live in peace and harmony.
Commented [ian.ramsa14]: VSSSP (Sentence Structure) ‐ simple sentence
Commented [ian.ramsa15]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa16]: VSSSP (Sentence Structure) ‐ simple sentence
Commented [ian.ramsa17]: VSSSP (punctuation) semi‐colon
Commented [ian.ramsa18]: Tone – professional and formal
Commented [ian.ramsa19]: VSSSP (Sentence Structure) ‐ compound sentence
Commented [ian.ramsa20]: VSSSP (sentence structure) embedded clause
Report
Art
icle
Writ
e a
livel
y ar
ticle
for
a ne
wsp
aper
or
mag
azin
e on
the
subj
ect o
f the
eat
ing
habi
ts o
f the
Brit
ish.
Hea
dlin
e or
art
icle
title
Kee
p it
shor
t.M
ake
it ca
tchy
.G
ive
an id
ea o
f wha
t the
rest
of t
he a
rticl
e w
ill be
abo
ut.
Intr
oduc
tion
of th
e ar
ticle
Giv
e a
brie
f out
line
of th
e su
bjec
t.K
eep
this
sec
tion
to a
few
initi
al id
eas
and
sent
ence
s.
Mai
n bo
dy o
f the
art
icle
Try
to a
nsw
er a
ll the
read
er’s
que
stio
ns lik
e ‘w
hy’,
‘how
’ an
d ‘w
hat’.
Mak
e ea
ch p
arag
raph
rele
vant
to th
e su
bjec
t or t
he ti
tle
of th
e ar
ticle
.A
dd p
lent
y of
det
ail s
o yo
ur re
ader
fully
u un
ders
tand
s yo
u.A
nsw
er th
e im
porta
nt p
oint
s in
this
sec
tion.
Con
clus
ion
of th
e ar
ticle
This
sho
uld
alw
ays
be a
t the
end
.G
ive
a su
mm
ary
of th
e ar
ticle
.G
ive
reco
mm
enda
tions
/ove
rvie
w lin
ked
to in
trodu
ctio
n.
Writing Task
Writing Task
Write a lively article for your school or college magazine with the title: ‘How to Survive Your GCSE Year.’ Spend 25 minutes writing your answer.
‘How to survive your GCSE year.’
It’s that time of the year again when GCSEs sneak up behind us and suck us into their dark depths before we can even open our eyes. What if I was to tell you that there is a way to defeat such a beast? A humble trick passed on from generation to generation… REVISION! Firstly, let’s consider some of the devilish details. Now bear with me, I know that revision means countless hours spent working hard indoors. Locked away from the world as you pour over books. The occasional flecks of sun peep between the curtains and glint in your eyes in an attempt to pull you into its glorious gaze. Eventually, you succumb to its way and leave your books in haste. However, that was: year seven, eight, nine and ten. You could get away with it then. Now your school life and studies have simply become a lot more important.
Commented [MM1]: Purpose – Guide GCSE students Audience – Young people Type ‐ Opinion piece article Type – Persuade, entertain, inform
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Article
Think of it like this, GCSEs are your tickets out of the oppressive, depressing, gloomy school. Who would pass up such a glorious opportunity? A great poet once said, “It’s not about hiding in the shadows; it’s about dancing in the rain.” That means that you should live in the moment as best you can and not hide away from your responsibilities. I assure you that you will look back in years to come and think ‐ “if only I had revised for one more hour!” It’s not too late! You still have time! Quite simply, it’s up to you to deliver the work you are capable of. Be as resilient as an athlete with the finishing line in sight. Past experiences prove that the GCSE year is the hardest time and the most challenging, (but it is by far the most rewarding and important year of your life!) It sets a person up for every challenge that they encounter and I assure you it only gets harder in the years to come. So never put off until tomorrow what you can do today. Finally, this article isn’t just a lesson for us; it is a lesson for the generations to come. A humble message to be passed on to those who follow in our footsteps!
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Writing Task
Think of it like this, GCSEs are your tickets out of the oppressive, depressing, gloomy school. Who would pass up such a glorious opportunity? A great poet once said, “It’s not about hiding in the shadows; it’s about dancing in the rain.” That means that you should live in the moment as best you can and not hide away from your responsibilities. I assure you that you will look back in years to come and think ‐ “if only I had revised for one more hour!” It’s not too late! You still have time! Quite simply, it’s up to you to deliver the work you are capable of. Be as resilient as an athlete with the finishing line in sight. Past experiences prove that the GCSE year is the hardest time and the most challenging, (but it is by far the most rewarding and important year of your life!) It sets a person up for every challenge that they encounter and I assure you it only gets harder in the years to come. So never put off until tomorrow what you can do today. Finally, this article isn’t just a lesson for us; it is a lesson for the generations to come. A humble message to be passed on to those who follow in our footsteps!
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Article
Leafl
etW
rite
a le
aflet
to a
dver
tise
a to
uris
t att
ract
ion
in
your
are
a.
Hea
ding
:W
hat h
eadi
ng w
ill yo
u gi
ve y
our l
eafle
t?Tr
y to
mak
e it:
mem
orab
le, d
irect
inte
rest
ing,
eye
-cat
chin
g.Tr
y to
use
tech
niqu
es lik
e: a
que
stio
n, a
dire
ct s
tate
men
t, al
liter
atio
n.
Pic
ture
:W
hat p
ictu
re w
ill yo
u us
e to
sup
port
your
hea
ding
?Ju
st in
dica
te w
hat t
he p
ictu
re w
ill be
. D
o no
t was
te ti
me
draw
ing!
Feat
ures
:W
hat a
re th
e m
ain
feat
ures
of w
hat y
ou a
re a
dver
tisin
g/ar
guin
g fo
r?R
emem
ber:
• S
umm
aris
e th
e m
ain
poin
ts.
• K
eep
it br
ief a
nd d
irect
.•
Use
sub
-hea
ding
s.•
Use
des
crip
tive/
emot
ive
lang
uage
.•
Use
pos
itive
des
crip
tions
and
inte
nsifie
rs.
Add
ition
al D
etai
ls:
Wha
t add
ition
al d
etai
ls d
o yo
ur a
udie
nce
need
to k
now
?
Rem
embe
r:•
Use
per
suas
ive
lang
uage
.•
Use
fact
ual d
etai
ls.
• U
se o
ther
peo
ple’
s op
inio
ns to
per
suad
e yo
ur a
udie
nce.
• U
se (s
uita
ble)
exa
gger
atio
ns to
per
suad
e yo
ur a
udie
nce.
Con
tact
Det
ails
:H
ow c
an y
our a
udie
nce
find/
get i
nvol
ved
with
you
r pro
duct
?
Imag
es:
Wha
t im
ages
are
you
goi
ng to
use
thro
ugho
ut y
our l
eafle
t?Th
ink
abou
t: yo
ur a
udie
nce,
you
r pro
duct
/cau
se -
spa
ce b
efor
e an
d af
ter s
lash
/ st
roke
Aga
in d
o no
t dra
w –
just
say
(wri
te) w
hat w
ill b
e th
ere.
Writing Task
Writing Task
Write a leaflet aimed at persuading young people not to smoke cigarettes.
Remember that this is a test of your writing skills: you may show where illustrations would be used in your leaflet, but should not spend time drawing the pictures themselves.
Spend 25 minutes writing your answer. Take time out of your busy day to relax ‐ don’t take time off your life: Stop smoking!!!
The toxic truth about smoking Are you lunging for a smoke? If so, why?
Money doesn’t grow on trees…
A tragic tale of it being too late… don’t let it be you!!!
Read extract below.
In memory of our beautiful daughter, Debbie, who was taken from us on the 7th August, 2014 by lung cancer. Debbie was a teenage smoker until she passed away at the age of 18. She left behind her a life that was about to start ‐ she gained entry into university after achieving fantastic A level results ‐ she never got to see her results ‐ she passed away a week before her results were published.
This tragic story really makes you think, doesn’t it? Is a cigarette worth the life and pain for a friend, a family, a future? THINK and QUIT before the choice is made for you!!!
Playing football and hanging out with friends on an evening or a weekend is what we should be doing: relaxing and making the most of our adolescent years. We all have options; why would we choose the wrong one? What advice would we give to our friends if they needed us the most?
Why would you smoke the poison, toxic? Would you eat toxic? Why would you risk your life for something you hate?
Smoking, in the UK alone, kills 47,000 teens a year and, on average, one cigarette takes 11 seconds off your life! The question is, ‘Why would YOU do this to YOURSELF?’
Below, a picture of healthy lungs of a teenager who doesn’t smoke and a contrasting image of an unhealthy pair of lungs of a teenager who smokes constantly.
Just take a look at these figures that show the average amount of money a smoker spends…
1 day ‐ £7.17
1 week ‐ £50
1 month ‐ £215
1 year ‐ £2, 617
10 years ‐ £26,171
Alarmed, distressed and concerned? Good! You should be ‐ is this the debt you want to incur? If not, why not ask for help at one of our centres in Lancashire. We help thousands wanting to stop smoking each year. We can help you too!
Image of a question mark in the form of a cigarette with the bottom of the cigarette being stumped out.
IMAGE
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Leaflet
Call us on 0845 567 4324 today for a better quality of life!
Visit us at www.nhs.co.uk
Twitter: nhs_stopsmoking #for a better life
Keep calm
and be
smoke free
Sp
eech
The
gove
rnm
ent p
lan
to
rais
e th
e dr
ivin
g ag
e fro
m
17 to
19.
A d
iscu
ssio
n is
bei
ng h
eld
in y
our
loca
l tow
n ha
ll. Y
ou h
ave
deci
ded
to g
o al
ong
and
give
you
r vi
ews
on th
is
prop
osal
.
Writ
e do
wn
wha
t you
wou
ld s
ay.
Per
suas
ive
Spe
eche
s
PLA
N y
our s
peec
h be
fore
you
writ
e it.
Pla
n th
e m
ain
poin
ts a
nd th
e st
ruct
ure
of y
our s
peec
h.Yo
u m
ay w
ish
to u
se th
is g
uide
:
Ope
ning
Sta
tem
ent:
Whe
re y
ou h
ighl
ight
you
r iss
ue.
Dev
elop
ing
poin
ts: 3
-5 p
oint
s (p
arag
raph
s) to
exp
lain
w
hat n
eeds
to b
e do
ne a
nd w
hy it
is s
o im
porta
nt.
Clo
sing
Sta
tem
ent:
Whe
re y
ou m
ake
a fin
al a
ppea
l to
your
aud
ienc
e.
Cre
ate
sent
ence
s th
at c
onta
in a
Rhe
tori
cal Q
uest
ion,
R
ule
of T
hree
, Met
apho
r an
d A
llite
ratio
n, to
incl
ude
in y
our s
peec
h.
Writing Task
Writing Task
You have been asked to give a speech to year six pupils about life in a secondary school as a student at Key Stage three. Write your speech about advice you would give to them before starting secondary school. Spend 25 minutes writing your answer.
Good morning all and a warm welcome to Tauheedul Islam Boys’ High School! (Hold arms out welcoming pupils to the school.) How did everyone find it today getting here? (Wait for a response from the audience.) Well, despite the weather being miserable, I can assure you that you will always get a warm, positive welcome, from all of us, here at TIBHS!
Firstly, give yourselves a round of applause for achieving a place here at Tauheedul (initiate the round of applause) congratulations to you all; you have all earned and deserved your place here. Before we start, I would like to introduce to you to some important people. To my left are the year eleven prefects (acknowledge the prefects to the left) who are always happy to assist you throughout the day; I promise they are the best! They, when they were in year nine, helped me on my first day‐ thank you again for the help and support! (A round of applause given.) We only have the best‐ such as yourselves‐ (acknowledge the audience again.) To my right are the Heads of Year‐ one of which you will definitely already know‐who will be helping you throughout the day. And lastly, myself, Mohammed Patel, and I am a pupil in year nine.
With the introductions out of the way let us start by discussing one of the biggest topics in the school: sports! The PE department work tirelessly to make sure everyone is valued and allowed to be a part of at least one sporting team. You will have a chance to meet the PE department later on and ask any questions you may have. We are all competitive and, here at Tauheedul, we offer a wide range of sporting activities for you to get involved with: from football (cheer), basketball (cheer) and cricket (louder cheer!) Last year alone, for year seven, we won three out of four of the major tournaments for football and basketball, but the biggest achievement was to win the country finals, held at Witton Park, for all year groups for athletics (applause). We know you can do the same too!
Now, one of the most important elements of school life is all about making friends, don’t you agree? (Wait for audience response) You will have been put into form groups ‐ you will get a chance to meet people in your forms today when we leave the hall so don’t worry! Here, we have a culture for making sure you make friends and we give you plenty of opportunities to do so ‐ just look at your friends already around the room (move arms around the room) ‐ including the Heads of Year if you don’t get into trouble…
As for the subjects you will study, we offer a wide range of subjects that you will love; my favourite is English! In English we study a wide range of topics: including poetry, Shakespeare, drama and non‐fiction novels. Hands up who loves English! (Hands go up.) We also offer other subjects; such as Maths, Business Studies, Geography, Citizenship, Art, ICT just to name a few ‐ I can assure you that you will love all the subjects here! You will be
Commented [ian.ramsa1]: Purpose – speech about life in a secondary school Audience – Year 6 pupils Type – informative based speech Type – Entertain, inform
Commented [ian.ramsa2]: Tone – friendly and welcoming Introductory paragraph Topic sentence Engaging opening
Commented [ian.ramsa3]: VSSSP (Sentence Structure) ‐ complex sentence
Commented [ian.ramsa4]: “Firstly” time connective to indicate the opening statement of the speech
Commented [ian.ramsa5]: VSSSP (Punctuation) – semi colon
Commented [ian.ramsa6]: VSSSP (Punctuation) ‐ brackets
Commented [ian.ramsa7]: VSSSP (Sentence Structure) ‐ complex sentence
Commented [ian.ramsa8]: VSSSP‐Topic sentence
Commented [ian.ramsa9]: VSSSP (Punctuation) colon ‐ to create a list
Commented [ian.ramsa10]: VSSSP (Punctuation) Exclamatory sentence
Commented [ian.ramsa11]: VSSSP (Punctuation) ‐ Rhetorical question
Commented [ian.ramsa12]: Narrator (Second person) ‐ direct address “You”
Commented [ian.ramsa13]: Tone‐ light‐hearted humour to calm the nerves Ellipsis Capital letters for a proper noun ‐ the title of a job role
Commented [ian.ramsa14]: VSSSP (Sentence Structure) ‐ Complex sentence
Commented [ian.ramsa15]: VSSSP (Punctuation) commas in a list
Speech
shown around the school and the different departments so that you don’t get lost on your first day… hopefully (smile at the audience.) Finally, with school subjects, make sure you do have all the equipment ‐ achievement points are very important here ‐ the rewards trips are brilliant: Alton Towers, Blackpool, Morocco (pause for effect) and Paris (pause again for effect) to name just a few! So, be aware that teachers are always ready to reward you for your work, effort and behaviour!
Finally, before we go off to your forms, I would again like to welcome you to Tauheedul Islam Boys’ High School and I would like to take this opportunity to welcome you into our family where pupils are always at the centre of what we do. Thank you and have a fantastic day! (Applause given.)
Commented [ian.ramsa16]: VSSSP (Punctuation) colon ‐ to create a list
Commented [ian.ramsa17]: VSSSP (Punctuation) Exclamatory sentence
Commented [ian.ramsa18]: “Finally” ‐ Time connective to indicate the concluding paragraph of the article
Commented [ian.ramsa19]: Tone – friendly ending
Rev
iew
Writ
e a
revi
ew o
f a b
ook,
C
D o
r fil
m o
f you
r ch
oice
.
Wri
ting
a fi
lm r
evie
w
Film
title
. You
cou
ld a
lso
incl
ude
a st
ar r
atin
g h
ere.
Intro
duct
ion:
wha
t you
exp
ecte
d fro
m th
e fil
m
Gen
re: w
hat t
ype
of fi
lm is
it?
Doe
s it
have
a m
essa
ge?
Plo
t: w
hat h
appe
ns in
the
film
? D
oes
the
plot
mak
e se
nse?
Is it
eas
yen
ough
to fo
llow
? Is
it b
elie
vabl
e?C
hara
cter
s: W
ho a
re th
e m
ain
char
acte
rs a
nd w
hat a
re th
ey li
ke?
Who
are
the
acto
rs p
layi
ng th
ese
part
s, a
nd a
re th
ey g
ood
in th
e pa
rts?
Wha
t is
the
cam
eraw
ork
/ an
imat
ion
like?
If th
ere
are
spec
ial e
ffect
s,w
hat a
re th
ey li
ke?
Are
ther
e be
autif
ul s
cene
s?D
id y
ou e
njoy
the
film
? W
hy/w
hy n
ot?
Wha
t wer
e its
goo
d an
d ba
dpo
ints
?W
rite
abou
t a s
cene
you
par
ticul
arly
enj
oyed
or r
emem
bere
d. W
hy
was
it g
ood
/ m
emor
able
?W
ould
you
reco
mm
end
this
film
? To
wha
t sor
ts o
f peo
ple?
Why
?A
re th
ere
any
othe
r film
s yo
u ca
n co
mpa
re th
is fi
lm to
?
Whe
n yo
u ha
ve c
om
ple
ted
yo
ur p
lann
ing
by
answ
erin
g a
ll th
eq
uest
ions
, yo
u sh
oul
d w
rite
the
rev
iew
. Rem
emb
er:
Set
you
r wor
k ou
t in
par
agra
phs
Take
car
e w
ith s
pel
ling
and
pun
ctua
tion
Mak
e th
e re
view
inte
rest
ing
to re
ad b
y ch
oosi
ng y
our l
angu
age
care
fully
Writ
e in
the
firs
t p
erso
n an
d tr
y to
ad
dre
ss t
he r
ead
er d
irec
tly.
For e
xam
ple:
‘I u
rge
you
to g
o an
d se
e th
is fi
lm -
it’s
bril
liant
!’
Writing Task
Writing Task
‘Teen View’, a magazine for teenagers, wants to publish lively reviews from its readers. Write a review of a film or TV programme you have watched, or a book you have read.
Write your review. Spend 25 minutes writing your answer.
Jurassic Park: a ground breaking, heart stomping, dino sized film
Jurassic Park is simply the most epic film of its time for multiple reasons! Maybe it was the utter amazement when I first saw the Brachiosaurus eat from a tree, or maybe it was my adrenaline rushing when two twelve year olds were attacked by velociraptors, it might even be the chills that went down my spine when the T‐Rex first made his terrifying roar. Whatever it was, I was awe‐inspired by all of Spielberg's magical strokes of genius: from fantastic art direction and wonderful camera techniques to astounding technical quality.
Allan Grant (Sam Neil) and Ellie Sattler (Laura Dern) are two successful palaeontologists who are asked, by a rich man, John Hammond to come to his park for a major tour. They agree and are taken to an island where ‘Jurassic Park’ logos are everywhere; the two palaeontologists have no idea what they are getting themselves into. The first dinosaur to make an appearance is the Brachiosaurus, both of them are extremely amazed by its giant appearance, and so is the audience. What the two of them don't know is that there are countless more terrifying and carnivorous dinosaurs that are about to escape and run loose…
The most emphatic and heart stomping element of the movie is when the T Rex, coming ferociously and unrestrainedly out of the woods, chases three of the main characters who are driving a car!!! Yes, a T Rex chases a car!!! This has some people sitting on the edge of their seat, some shrieking in terror and some burying themselves into their seats to escape the impending terror that is to follow; this is a chase like no other… In 1994 this inspiring and remarkable film was nominated for forty ‐ yes forty ‐ awards for its performance the previous year, and won twenty‐nine awards including Best Science Fiction Film, Young Artists Award and a BAFTA!!! The recognition this film warrants and merits was evident throughout the year of 1994. I challenge anyone to sit through the film and not be enthralled by it. How could you not be enticed by terror, trepidation and fear? This film will take you on a dino‐sized adventure you will never forget‐ trust me! I’ve witnessed it first‐hand!
The only questionable drawback of the film I would make a point of, would be the ending. Without giving anything away, would the almighty, ruthless and merciless Tyrannosaurus Rex show compassion towards a living individual, or is it simply that he was already full and content with his afternoon’s work?
Overall, Jurassic Park is a true benchmark of cinematic achievement and is by far, still, the best film currently in theatres two decades after its initial release.
Star rating:
Commented [ian.ramsa1]: Purpose – review of a film for a teenage magazine Audience – teenagers Type ‐ Opinion based review Type – Persuade, entertain, inform
Commented [ian.ramsa2]: VSSSP (Words) – emotive language “ground‐breaking” and “heart stomping”
Commented [ian.ramsa3]: Introductory paragraph Topic sentence Engaging opening
Commented [ian.ramsa4]: Tone – friendly and light‐hearted
Commented [ian.ramsa5]: VSSSP (Punctuation) colon ‐ to create a list
Commented [ian.ramsa6]: VSSSP (Punctuation) – brackets for the actors’ real names
Commented [ian.ramsa7]: VSSSP (Sentence Structure) – Simple sentence
Commented [ian.ramsa8]: VSSSP (Sentence Structure) ‐ complex sentence
Commented [ian.ramsa9]: VSSSP (Sentence Structure) ‐ complex sentence
Commented [ian.ramsa10]: VSSSP (Punctuation) – semi colon
Commented [ian.ramsa11]: VSSSP (Punctuation) ‐ dash
Commented [ian.ramsa12]: Fact ‐ nominated for prestigious awards in 1994
Commented [ian.ramsa13]: VSSSP (Sentence Structure) – Simple sentence
Commented [ian.ramsa14]: VSSSP (Punctuation) ‐ Rhetorical question
Commented [ian.ramsa15]: Narrator (Second person) – “you” direct address
Commented [ian.ramsa16]: VSSSP (Sentence Structure) – Simple sentence
Commented [ian.ramsa17]: Imagery/Literary device ‐ Triples
Commented [ian.ramsa18]: VSSSP (Punctuation) ‐ Rhetorical question
Commented [ian.ramsa19]: VSSSP (Words) – emotive language “benchmark of cinematic achievement”
Review
Tauheedul Islam Boys’ High School,Shadsworth Road, Blackburn, BB1 2HTTel: 01254 918670Email: [email protected] www.tibhs.com