The best preparation is to read as wide a variety of non-fiction and media texts as possible. These texts could include:
AO2(i) read with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them
This will be assessed in almost every question on the paper. Candidates need to make a point, give evidence and explain or comment on their point.
An A grade response would show a clear engagement with the task and a candidate's ability to absorb and shape the material to answer the question.
It is essential to answer each part of the question and to use the material to explain and the support the points they make. A developed and sustained response will gain more marks.
AO2 (ii) distinguish between fact and opinion and evaluate how information is presented
On the Higher Tier paper students may be asked to compare the different uses of facts and opinions in two of the texts. This will require students to answer in the same way as for AO2 (i): make a point, find an example and comment on the use or effect. Candidates have to evaluate how information is presented; this is also assessed with AO2 (v).
An A grade response will provide a clear evaluative judgement about the uses of facts and opinions.
AO2 (iii) follow an argument, identifying implications and recognising inconsistencies
This can only be tackled successfully if you are used to reading a wide and varied range of texts. Only by comparing and contrasting two different sources on the same topic can you show that you have noticed differences and similarities between different texts. Consider how two different newspapers dealt with the same news story or how two different writers dealt with the same controversial issue.
A C grade candidate will make a clear attempt to follow the argument and to compare but will use some of the order and language of the original material. An A grade candidate will give a complete answer covering all part of the question and comparing all parts equally well. They will not stick rigidly to the order and language of the original but will demonstrate that they have absorbed and understood the argument.
AO2 (iv) select material appropriate to their purpose, collate material from different sources, and make cross references
If you follow the structure of making a point, finding an example and commenting on it, then you will automatically satisfy this assessment objective. This will also involve comparing and making cross references. These skills are related to AO2 (iii). You must ensure you answer all parts of the question and that you use the necessary terminology for identifying differences appropriate to purpose.
AO2 (v) understand and evaluate how writers use linguistic, structural and presentational devices to achieve their effects, and comment on the way language changes and varies.
You may find identifying presentational devices quite easy, but it is much harder to comment on their effectiveness. You may find it more difficult to analyse linguistic and organisational devices. You must also read media texts.
Linguistic devices
When asked, you should comment on three linguistic devices. Identify and comment on the effect of features such as:
Organisational devices
Writers use organisational devices for different reasons: to help structure and argument; to make material more manageable; to stress a point; to impose order
Organisational devices may include:
Structural and presentational devices may overlap, as in the use of bold, italics, and underlining, but you must comment on the way these devices are used.
Presentational devices
layout
images
You need to be able to use appropriate technical vocabulary in this answer. Some examples are given below:
byline the name of the reporter; if they are well-known or important, it is often included at the beginning
caption typed text under a photograph or diagram explaining the image
cross-head subheadings that appear in the body of the text and are usually centred
headline the main statement, usually in the largest font size, describing the main story.
banner headlines as above and they span the full width of the page
kicker a story that is presented in such a way that it stands out from the rest of the page by using different presentational devices
logos are emblems used by papers or companies to make themselves easily identified
masthead the title block which includes the name of the paper
pugs the ears or the top left and right of the page which attract the reader's eye, so are used for price etc
sidebar when a main story has an additional text box placed in or by the side of it
splash this is the main story on the front page
standfirst the first, introductory paragraph at the start of the story; it is often in bold print and the first word may be capitalised
strapline an introductory headline just below the main headline
subheadings used to separate the text into smaller, more manageable units and to summarise the content or draw the reader's attention
YOU WILL NOT GAIN MARKS FOR SIMPLY LISTING THESE FEATURES! YOU MUST BE ABLE TO COMMENT ON THEIR USE AND EFFECTIVENESS!
The types of questions that could be asked on this assessment objective are divided as follows: