Summer 20160 Literature Unit 1 – 23rd May 2016 AM

0 Literature Unit 2b – 27th May 2016 AM

0 Unit 1 Language (reading)

7th June 2016 AM

0 Unit 2 Language (Writing)

Unit 1

Reading

Question 1 – search and find

0 This is one of the easier skills you have to master

for the exam. It is a basic comprehension skill.

0 You will be asked to locate and write down

information from Source 1. For example, you may

be asked ‘why are there no closed prisons in

Greenland?’. You would simply use your scanning

techniques to find the information in text 1 and

write down the answers.

Q.1 According to this article, why are there

no closed prisons in Greenland? [10]

This question tests reading and understanding text, selecting material appropriate to

purpose and interpreting writers' ideas and perspectives.

0 marks: nothing attempted or fails to engage with the question and/or the text.

Give 1 mark to those who make simple comments with occasional reference to the

text, or copy unselectively. These answers will struggle to engage with the text and/or

the question.

Give 2-4 marks, according to quality, to those who make simple comments based on

surface features of the text, and/or show awareness of more straightforward implicit

meaning.

Give 5-7 marks, according to quality, to those who select a range of valid points.

Better answers should have a clear focus on the question and a sense of coherence.

Give 8-10 marks, according to quality, to those who select and explain a range of

valid points. These answers should be thorough and coherent with some depth of

understanding and overview.

Some points that candidates may select:

• imprisonment never has been used/it is not a traditional form of punishment

• the Inuit do not believe in imprisonment as a matter of principle

• the really dangerous can be sent to Denmark

• it is a tradition to keep criminals within society rather than 'push them out'

• the environment is harsh and they need everyone to ensure survival

• according to Mille Pederson, the people do not believe in punishment

• they prefer rehabilitation and 're-socialising' criminals

• they do not believe that locking people up does any good

• Yoan Meyer says prisons are just factories for new criminals

• very few try to escape from the 'correctional institutions'

• the alternative to closed prisons is accepted by society and criminals

• their alternative works for them/very few re-offend

Question 2 and/or 3

0 How questions

0 Ask you to write about language and/or

presentational devices

Presentational devices

0 Pictures and illustrations. Some source materials in the exam will have pictures on them. Remember, you are looking at newspapers, magazines, web pages, charity leaflets – all of these will have carefully chosen pictures on them.

0 Colour is another key feature that you can comment on in your exam. If you are analysing the presentational features of an advert, try to think about the colours and why they have been chosen.

o font size

o any capital letters used

o any bold type or italics or underlining

o bullet points

o the layout of the source material as a whole

0 Keep asking yourself, why have these devices been used? What is the effect on the reader?

Language0 Humour / sarcasm. A writer might poke fun at a topic or mock it to show

that they disagree with it.

0 Exaggeration. A writer might go over the top about the topic. This implies that they like or don’t like something.

0 Repetition. A writer could repeat a statistic or a phrase to show they do or don’t like something.

0 Rhetorical questions. This is a technique often used in writing an argument and its function is to get the reader to agree with what the writer thinks.

0 Positive and negative adjectives. Words often carry positive and negative meanings.

0 Emotive language. This is language that stirs up the emotions. If the writer uses language like ‘unimaginable cruelty’ when discussing animal experiments, they are probably not in favour of them.

Analysing language - tone

0 When analysing the language in a piece of text, think about the tone. An easy way to remember about the tone is to ask yourself, what tone of voice would be used to read out the text? Would it be persuasive, informative, argumentative, light hearted and so on.

0 Once you have established what the tone is, work out how you know it is a persuasive or light hearted tone. What words and phrases are used to set this tone? Think also about the purpose of the text – is it to sell you something? Does the tone match the purpose? It would be very odd to read a text whose purpose was to inform you about global warming but was using a light hearted, feel good tone!

0 Look for any imagery in the text. Imagery is where the writer tries to paint a picture in the reader’s mind to help them relate to what is being described.

0 A common language technique to spot and comment on is the use of the personal pronoun ‘you’ or ‘us’; commonly used by the writer to make the text feel more personal to the reader, as if it is aimed directly at them personally.

0 Quite often, rhetorical questions will be used for added emphasis, such as ‘Do you think it’s right that.......’ or ‘Would you like that for yourchildren?’

0 Sometimes, colloquial language is used. This is the kind of chatty, informal language that you would use with your friends.

0 Quotations, statistics and anecdotes are used often in newspapers and magazines and sometimes in sales texts. They are used to add interest and credibility to a text.

0 Remember – it’s not enough to identify these – you have to explain in detail the effect on the reader.

Structural features

0 Sentences and paragraphsSimple sentences suggest tension and speed. Short paragraphs are often used in tabloid newspapers making them easier to read. Very short paragraphs attract the reader’s attention.Longer complex sentences are mainly used for description and are full of detail. This is the same with long paragraphs. These are often used in broadsheet newspapers.

0 Sentence moodsDeclarative, interrogative, exclamatory or imperative

0 PunctuationLook how it is being used – are they separating parts of sentences to draw your attention to them?Use of ellipses or parenthesis

Q.2 How does Lucy Jones try

to make her internet article

interesting for her readers?

[10]

Think about:

• what she says;

• how she says it;

• the use of headlines and pictures;

• the use of internet features

Q2-Mark scheme…This question tests reading and understanding text, and selecting material appropriate to

purpose. It also tests how writers use linguistic, grammatical, structural and presentational

features to achieve effects, to engage readers, and to influence the reader.

0 marks: nothing attempted or fails to engage with the question and/or the text.

Give 1 mark to those who make simple comments with occasional reference to the text, or

copy unselectively.

Give 2-4 marks, according to quality, to those who make simple comments based on surface features of the text and/or show awareness of more obvious implicit meanings and techniques used to engage the reader, including presentational and website features.

Give 5-7 marks, according to quality, to those who make valid comments/inferences based on appropriate detail from the text. These answers should be addressing the issue of 'how', although they may rely on some spotting of key facts or quotations. Better answers will have a clear focus on techniques used to engage the reader, including exploration of the effect of presentational and website features.

Give 8-10 marks, according to quality, to those who explore the text in detail and make valid comments/inferences. These answers should combine specific detail with overview and be fully engaged with analysis of techniques used to engage the reader, including detailed exploration

of the effect of presentational and website features.

Lucy Jones uses a range of techniques in this article in order to make it interesting and engaging for her readers. The article begins with a dramatic headline which could exploit the potential readers interest in crime and punishment. ‘Land where killers are free to go hunting’. This plays on the double meaning in this headline implying that murderers are allowed to carry on without fear of punishment. This sensational headline will immediately grab the readers attention and compel them to read on.The article begins by stating the traditional beliefs of the Inuit people who make up ‘80%’ of the population and highlights a totally different attitude to crime and punishment. By using statistics the author adds credibility to the story. This can be seen throughout the article as it concludes with the statement that ‘fewer than 1% of criminals in Greenland re-offend.’ Jones describes in detail the alternative methods used in this country. She uses quotes from officials ‘we take the convicts out hunting-even the murderers’. This gives the article a more personal voice and the use of the qualifier ‘even the murderers’ again makes the article seem more sensational.

• she uses irony and humour • she uses 'personal experience'/a first hand account headlines, pictures and internet features • the pictures illustrate the treatment of prisoners • the use of website features to illustrate and provide additional information. (e.g. link to prison website, video clip, opportunity to comment on story).

Complete a response

0 Remember to use inference, comment on the writers methods and the effect on the reader.

0 End your response with a brief overview.

10 minutes

Q.3 How does Florence Federal Prison make it difficult for prisoners to escape or cause trouble? [10]

Q3- Mark scheme

This question tests reading and understanding text, and selecting material

appropriate to purpose.

0 marks: nothing attempted or fails to engage with the question and/or the text.

Give 1 mark to those who make simple comments with occasional reference to the

text, or copy unselectively.

Give 2-4 marks, according to quality, to those who make simple comments based on

surface features of the text and/or show awareness of more obvious implicit

meanings.

Give 5-7 marks, according to quality, to those who make valid comments/inferences

based on appropriate detail from the text.

Give 8-10 marks, according to quality, to those who explore the text in detail and

make valid comments/inferences. These answers should combine specific detail with

overview.

Some points the candidates may explore:

the design

• maximum security

• guard towers and a perimeter fence of razor wire

• steel doors and windows in the ceiling

• furniture is fixed and made of concrete

• cells are self-contained

• the cells are designed to prevent eye-contact

the regime

• 23 hours of solitary confinement each day

• no communal meals or work or recreation

• no socialising or contact with other prisoners

• handcuffs and leg irons, when outside

• an escort of three armed guards

• limited outside contact (one phone call each month and no visitors)

• no matches or lighters

the location

• it is remote and inhospitable (in the Rocky Mountains)

psychology

• three years of no trouble leads to a gentler prison

Question 4

0 Comparing texts

0 The format for this question varies between exams but it will always ask to look at both texts and draw links between them.

0 It is usually a search and find question – focusing on similarities and differences.

THE KEY IS TO READ THE QUESTION CAREFULLY!

To answer the next question you will need to

look at both texts.

Q.4 Compare and contrast what Lucy Jones and

Dermot Purgavie say about the

treatment of dangerous criminals. [10]

This question tests the ability to collate from different sources and make

comparisons and cross-references. It also tests the ability to develop and sustain

interpretations of writers' ideas and perspectives.

0 marks: nothing attempted or fails to engage with the question and/or the text.

Give 1 mark to those who make simple comments with occasional reference to the

texts, or copy unselectively.

Give 2-4 marks, according to quality, to those who make simple comments based on

surface features of the texts and/or show awareness of more straightforward implicit

meanings. Weaker answers could be a jumble of detail. Better answers should

make some clear, if obvious, comparisons and contrasts.

Give 5-7 marks, according to quality, to those make valid comments/inferences

based on appropriate detail from the texts. Better answers will show the ability to

cross-reference in an organised way.

Give 8-10 marks, according to quality, to those who make valid

comments/inferences based on a thorough and organised selection of appropriate

detail from the texts.

These answers should be coherent and insightful, ranging confidently across both

texts.

Q4- Mark scheme

In the two articles Lucy Jones and Dermot Purgavie have vastly different things to say about the treatment of dangerous criminals in the countries they are writing about. This is reflected in the tone and content of the two articles.

Jones’ article ‘Land where killers are free to go hunting’ describes a society were there are ‘no closed prisons’ the implication being that the prisoners are kept as a useful part of society. This idea of an open prison without walls contrasts massively with the opening of Purgavie’s article ‘Back to the chain gang’. Here the opening paragraph describes the ‘mirror-glass guard towers and the coils of razor wire’ suggesting that Colorado prisons are very much closed.

Jones moves on to describe the belief in Greenland that they ‘achieve more by trying to re-socialise people’ a belief which is reflected in the activities the prisoners are allowed to participate in such as being taken ‘out hunting’. We can see from the article that punishment is not the main focus of prison in Greenland.

Conversely in Purgavie’s piece he states that there is a ‘trend in America towards tougher and tougher prisons’. In Florence Federal Prison there is no contact with the outside world and the prisoners ‘get out of their cells for just one hour a day and then only in handcuffs and leg irons’ this implies that these prisoners are so dangerous even the guards do not feel safe around them. In contrast the biggest complaint by a prisoner in Jones’ article is that ‘I have to ask permission to do things’, a quote that fits well with the ironic tone of the article.

The other main difference in the approaches of these two institutions is their belief in the validity of rehabilitation. Jones’ describes how dangerous prisoners in Greenland are encouraged ‘to change their lives and return to society’ they believe this is something prison does not do. In opposition to this the prisoners in Purgavie’s article are given ‘sensory deprivation’ and there is no facility to help the prisoners rebuild their lives once they leave prison.