Chapter 1 - Pearson Schools

Climate Change webpage – Greenpeace UK

Chapter 1: Section A Anthology Texts

Spec A and Certificate

SECTION A

Source: http://www.greenpeace.org.uk/climate Source:http://www.greenpeace.org.uk/climate

After you have finished reading

UG026701 – Anthology for Edexcel IGCSE and Certificate Qualifications in English Language and Literature –

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1. Look up information about the organisation Greenpeace, and its UK branch, using your own web-based research. The best place to start is to go to the website www.greenpeace.org.uk, but if you type ‘Greenpeace’ into a search engine, you will find much information, including coverage of its campaigns around the world. Find out what you can about the kind of campaign it has undertaken and ask yourself how successful it has been and why.

Issue 2 – February 2011 © Edexcel Limited 2011

2. Working in a small group, or in a pair, discuss the aims of Greenpeace (what it is trying to achieve) and its methods (how it tries to achieve these aims), thinking about how far you agree with these. Explore any differences in your points of view. 10

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This is the only text in this chapter which was specifically designed for use on the computer, through the Internet. This is why it is referred to as a web-based text, which refers to the World Wide Web, often abbreviated to www. You will notice that these three letters are used when you are locating the address of the many websites on the Internet. You should refer also to the section ‘Web pages’ in Chapter 4 (pages 144–148). Think about why an organisation such as Greenpeace UK uses a website for so much of its communication. List three advantages of websites, and compare your list with others in the class.

Now think about what makes a web page different from a page in a newspaper or magazine. A word that is often used to describe this difference is interactive. This word shows that the user of the web page is able to ‘interact’ with the page. A page of printed text is in its final form: the reader can simply read it. However, with a web page the reader may have various options, using a mouse or sometimes a keyboard. It is possible to move text up and down the screen, or select certain parts of the text. In particular, the designer of the web page may well encourage you to click on some words, for example in a text box, or another www address to link you to further information or action. ●

Looking at the Greenpeace UK page, suggest some particular places that the designers would like its readers to click on, and compare notes with other members of the class. See if you can agree which box it looks as if the designers particularly want you to click on and why.

Layout... language... use of colour?

Chapter 1: Section A Anthology Texts

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Understanding the text

Make a table with four sections showing how the layout, the language and the colour of the illustrations are used to present Greenpeace’s point of view. In the fourth column, write down evidence from the web page to support each point made. Layout

Language

Use of colours

Evidence

Speaking and listening task • M ake an individual presentation in which you try to persuade members of your class or group to give their active support to Greenpeace UK.

Writing tasks • ‘A good cause justifies unusual methods.’ Write an article arguing either for this statement or against it, referring to the activities of Greenpeace.

• W rite a story or magazine article entitled ‘My adventure with Greenpeace’.

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Specification A and Certificate Specification A Chapter 2: Section B Anthology Texts Disabled

Assessment Objective 2(i)

Wilfred Owen is the best known of the English poets who wrote about their experiences of the First World War (1914–1918): experiences that had profound effects on the writers and which often, as in the case of Owen, cost them their lives. Owen was strongly influenced by another officer and poet, Siegfried Sassoon, whom he met at Craiglockhart Hospital where they had both been sent to recover. He himself said that his theme was ‘war and the pity of war’. Having returned to his regiment after his period of illness, he died in battle in November 1918, just seven days before the armistice brought the war to an end on November 11.

Assessment Objective 2(iii) Understand and make some evaluation of how writers use linguistic and structural devices to achieve their effects.

Before you start reading 1. You can find out more about Wilfred Owen and his poetry from reference books or on the Internet. You could read some more of the poems, which will help you to understand his attitudes to war and how he wrote about it. 2. Think how you would feel about living with a physical disability such as loss of limbs. What attitudes to the disabled do you find in your society?

Chapter 2: Section B Anthology Texts

Read and understand texts with insight and engagement.

Background

3. What can you find out about the kinds of injuries soldiers in the First World War suffered, and the way they were treated when they returned from the front?

Disabled

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He sat in a wheeled chair, waiting for dark, And shivered in his ghastly suit of grey, Legless, sewn short at elbow. Through the park Voices of boys rang saddening like a hymn, Voices of play and pleasure after day, Till gathering sleep had mothered them from him. About this time Town used to swing so gay When glow-lamps budded in the light blue trees, And girls glanced lovelier as the air grew dim, – In the old times, before he threw away his knees. Now he will never feel again how slim Girls’ waists are, or how warm their subtle hands. All of them touch him like some queer disease.


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Chapter 2: Section B Anthology Texts

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Figure 2.1 Wilfred Owen.

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Esprit de corps*: French expression meaning a feeling of pride

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There was an artist silly for his face, For it was younger than his youth, last year. Now, he is old; his back will never brace; He’s lost his colour very far from here, Poured it down shell-holes till the veins ran dry, And half his lifetime lapsed in the hot race And leap of purple spurted from his thigh. One time he liked a blood-smear down his leg, After the matches, carried shoulder-high. It was after football, when he’d drunk a peg, He thought he’d better join. – He wonders why. Someone had said he’d look a god in kilts, That’s why; and maybe, too, to please his Meg, Aye, that was it, to please the giddy jilts He asked to join. He didn’t have to beg; Smiling they wrote his lie: aged nineteen years. Germans he scarcely thought of; all their guilt, And Austria’s, did not move him. And no fears Of Fear came yet. He thought of jewelled hilts For daggers in plaid socks; of smart salutes; And care of arms; and leave; and pay arrears; Esprit de corps*; and hints for young recruits. And soon, he was drafted out with drums and cheers. Some cheered him home, but not as crowds cheer Goal. Only a solemn man who brought him fruits Thanked him; and then enquired about his soul.

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Now, he will spend a few sick years in institutes, And do what things the rules consider wise, And take whatever pity they may dole. Tonight he noticed how the women’s eyes Passed from him to the strong men that were whole. How cold and late it is! Why don’t they come And put him into bed? Why don’t they come? Wilfred Owen

Understanding the text Owen’s wounded soldier, who has lost his legs and his arms, sits in a wheelchair in hospital listening to the shouts of boys playing at sunset. He is reminded of the excitement of former early evenings in town before he joined up, ‘before he threw away his knees’. Select some key phrases which show the soldier’s present situation and memories and write a comment on each. Some examples are given to you.

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Specs A, B and Certificate

The Examiner says … This answer is very detailed and demonstrates strong skills of analysis and interpretation. It clearly understands how the writer is deliberately creating effects and is clear in evaluating them. The answer has a good technical command of language which is used to describe the effects created by the writer. Throughout the answer textual references are used which are apt and carefully chosen to support the points made.

Mark: 12

Openings and closings The way that a writer engages the attention of a reader at the opening of a passage, and where he or she leads a reader to by the end, are both worthy of particular comment. This section will look at an example of each.

Openings Wilma Rudolph overcame life’s adversity with determination, sheer willpower and the support of her mother.

I Believed in my Mother

Chapter 3: Unprepared Non-fiction

To summarise – this answer is able to identify a wide number of points. Note that the answer does not deal with everything that the writer does, in practice there is not enough time to do this. Throughout, the answer stays closely focused upon the question and everything that is written is relevant. A very good answer.

When Wilma Rudolph’s mother was told by the doctors at the hospital that her daughter would never be able to walk again, she didn’t believe it. It was that disbelief that enabled her child to walk years later. It was that same disbelief that allowed her to be enthroned as the first woman in history to win three Olympic Gold Medals in a row. One of the greatest inspirational stories of all time! Adapted from www.goal-setting-college.com/inspiration/wilma-rudolph

‘How does the writer engage the interest of the reader at the start of the passage?’ You should try to answer this question yourself before looking at the mark scheme below. Mark scheme ●

The title gives a clear indication about the main characters in this piece and about its emphasis upon faith and belief, in a determined rather than religious manner.

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The introductory sentence in italics uses emotive language to interest the reader in ‘adversity’ and ‘determination’. The use of ‘sheer’ emphasises the importance of mental attitude, which will be important in this passage.

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The opening sentence begins with a long subordinate clause, keeping the reader in suspense about what the mother’s reaction was to the devastating news.


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Specs A, B and Certificate Chapter 3: Unprepared Non-fiction

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The emphasis upon belief and disbelief is clearly presented in the first sentence and in all but one of the sentences in this introduction.

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The repetition of ‘it was that’ at the start of two sentences represents the fixed and persistent determination of the mother.

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The extent of her achievement is represented in the magisterial verb, ‘enthroned’, which is a word usually reserved for royalty.

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The use of capital letters for ‘Olympic Gold Medals’ emphasises their importance, and so adds to the scale of Wilma Rudolph’s achievement.

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The final sentence is the shortest and simplest of the paragraph, and stands out as a result, calling attention to what it says.

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The final sentence uses the superlative ‘greatest’, and the superlative phrase, ‘of all time’, both of which are the highest form of emphasis that the writer can use.

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The use of the word ‘inspirational’ ties in with the idea of self-belief and willpower from the introduction, and so engages the reader by further clarifying what the central theme of the passage will be.

Closings Julianna Bozsik writes about experiencing an earthquake as she returns home from school.

The Earthquake Imagine yourself coming home from a good day’s work (or schooling). You’re getting ready for dinner (an early one about 5 p.m.). Food is cooking on the stove and in the oven, the air is very still both inside and outside when you go to feed your pups. Nothing SEEMS out of the ordinary, until you begin to notice that outside no birds are chattering, no wind is blowing, everything, including the balmy air itself, seems to be listening... waiting... watching.

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The animals don’t seem very hungry (when most of the time, they’re jumping all over the place at the prospect of food); in fact, one of your dogs doesn’t really want to come out of his sleeping box in the garage. You coax him out, however, and he appreciates his meal, but hurries back to his box and the other one follows. Now, you’re getting the idea there’s something amiss, though you still aren’t quite sure what it is. Back inside, everything seems normal enough. You set the table, the family sits down for a meal when... ‘Look at that!’ you say, while pointing to the hanging lamp that begins to sway, ever so slightly, above the table. The light flickers a little and Dad tells you to start eating; it’s only a little power surge. Stubbornly, you continue to eye the lamp. ‘Look!’ you say again. ‘I think it’s an earthquake.’ No response. ‘No, REALLY, I think its an...’ Suddenly Dad and Mum both look up and see that the lamp is now swinging, rather fiercely. A few choice words from Dad and he’s telling everyone to head for the doorways (which are the strongest places in the house). By this time, the

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Specification B Chapter 4: Preparing for the Use of Source Material in the Examination Assessment Objectives

AO1

Read and understand a variety of texts, selecting and ordering information, ideas and opinions from the texts provided.

Examination paper section A

B

✓

✓

C

AO2

Adapt forms and types of writing for specific purposes and audiences using appropriate styles.

✓

✓

AO3

Write clearly, using a range of vocabulary and sentence structures, with accurate spelling, paragraphing, grammar and punctuation.

✓

✓

Introduction The format of the examination

Chapter 4: Preparing for the Use of Source Material

Specification B

In the examination, you have three hours to answer three sections, A, B and C. You are told that it is a good idea to spend the first fifteen minutes reading the passages closely. Section A You should spend 40 minutes on this section, which consists of questions about reading, based on two passages. You will find these passages in the extracts booklet, given to you together with the exam paper. The first set of questions will require short answers, and will be based on the first passage. The next set of questions will also be short, based on the second passage. For the last question of Section A, which needs a longer answer, you will need to draw on the material from BOTH passages. You must answer all questions in Section A. Total: 30 marks. Section B There is just one question in this section, which will link your reading and writing skills, and you should spend one hour in answering it. The section requires what is known as ‘directed writing’ – that is, you will be expected to write in a way which draws on ideas from both passages. You will need to think carefully about the purpose and audience. Total: 35 marks.


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Chapter 4: Preparing for the Use of Source Material

Spec B

Section C This section consists of one writing question (of approximately 400 words), with one hour allocated to it. You will choose one of three titles. These will relate to the passages in Section A in some way, but will be broader in scope. Total: 35 marks.

Assessment Objective 1 Read and understand a variety of texts, selecting and ordering information, ideas and opinions from the texts provided.

Section A: Texts of various kinds The types of extracts or passages which are provided In this chapter, we shall be looking at the different kinds of texts that you will study for the International GCSE Specification B examination. You should note that Chapter 3 in this book includes much detail on using a variety of non-fiction texts for the International GCSE Specification A and the Certificate (both unseen or unprepared, as on this specification, or texts from the Anthology). Much of this material will be of use to you as sources to study and practise for the unseen passages in Specification B. The specification lists examples of the possible types of text that may appear in the examination paper: ●

fiction – for example, short stories and extracts from novels

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biography / autobiography / speeches

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newspaper / magazine articles

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travel writing

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diaries / letters

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advertisements / leaflets / brochures

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web pages.

This chapter will contain guidance on and examples of the types of text, with some practical suggestions on how to respond to these.

Fiction and non-fiction A clear and important distinction can be made between fiction and non-fiction texts. The texts that you will read in the examination and answer questions on may be either fiction or non-fiction. Fiction describes writing that is invented by the writer. Sometimes it may be based on real events, but even in this case the writer will have used his or her imagination to produce an imagined story. Non-fiction writing is just the opposite: the reader expects to be and will be reading about things that actually happened. This is not to say that all events described in a work of non-fiction necessarily happened exactly as the writer says they did. However, in general the reader will expect that the piece relates to an actual event, and a person’s or people’s actual experience. In an autobiography, the writer describes his or her own life. However, some events may not have been remembered accurately, or some events may be exaggerated for effect, perhaps to show the writer in as good a light as possible. There are some so-called autobiographies which readers may well feel are, in reality, largely works of fiction. 116



Chapter 5: Writing in a Wide Range of Forms and Genres Introduction Over the course of your International GCSE or Certificate you will be asked to write in a number of styles, whether you are doing Specification A, Specification B or the Certificate. The use of the three writing triplets occurs formally only in Specification A and the Certificate, but for Specification B you will have to write for a purpose which will in practice relate to these types of writing, and hence this chapter should be of help to you. Whichever specification you are doing, this section is intended to help you to improve your writing.

What are the Assessment Objectives for writing (and what do they mean)? The Assessment Objectives are what your writing will be marked against. This is what you have to do in order to get top marks. For the International GCSE Specification A and the Certificate, all students will be required to demonstrate an ability to: AO3(i): communicate clearly and appropriately, using and adapting forms for different readers and purposes

Chapter 5: Writing in a Wide Range of Forms and Genres

Specifications A, B and Certificate

AO3(ii): organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features AO3(iii): use a range of sentence structures effectively, with accurate punctuation and spelling For the International GCSE Specification B, the objectives for the writing are as follows: AO2: Adapt forms and types of writing for specific purposes and audiences using appropriate styles. AO3: Write clearly, using a range of vocabulary and sentence structures, with accurate spelling, paragraphing, grammar and punctuation. So you can see that the two specifications are basically assessing your writing against very similar objectives.

What sort of writing will I be asked to do? For Specification A and the Certificate, in order to help you shape your writing and match it to the needs of the audience and the purpose (more on these later), all of


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Specs A, B and Certificate

the writing tasks have been split into one of the three writing triplets. These are: writing to explore, imagine, entertain writing to inform, explain, describe ● writing to argue, persuade, advise. ● ●

As you can see, there are three verbs in each – these are what are called the writing triplets. This section will take you through each triplet, one verb at a time, and give you support and guidance so that you feel confident with them all.

Chapter 5: Writing in a Wide Range of Forms and Genres

For Specification B, the type of writing is not stated in this particular way.

Where will I be asked to write? The answer to this question depends upon which specification (International GCSE A or B or Certificate) you are taking. Specification A For Specification A, there are two routes through the International GCSE: Route 1 – 100% written examination (Paper 1 and Paper 2) Route 2 – 70% written paper (Paper 1) and 30% internally assessed coursework (Paper 3 and Paper 4) Find out which route you are taking and use the table below to help you understand what you will be asked to do. Both routes require you to take Paper 1. On Paper 1 there is no choice of questions. You must answer all questions. Paper

Section

Total marks

Time available (approx.)

Writing triplet tested

Paper 1

B

10 marks

20 minutes

writing triplet not specified

Paper 1

C

20 marks

40 minutes

inform, explain, describe

On Paper 2 there will be a choice of writing questions. You must choose only ONE question. Paper

Section

Total marks



Paper 2

2

15 marks

45 minutes

explore, imagine, entertain or argue, persuade, advise.

Paper 3 is written coursework.

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Paper

Section

Total marks



Paper 3

writing

40 marks

coursework

explore, imagine, entertain or argue, persuade, advise
