WJEC Eduqas GCSE English Language Teachers ... AWS
GCSE
WJEC Eduqas GCSE in
ENGLISH LANGUAGE
GCSE English Language Key examination command words
ASSESSMENT: KEY EXAMINATION COMMAND WORDS (1 OF 2) ASSESSMENT OBJECTIVES AND THEIR RELATED COMMAND WORDS Assessment Objective AO1
Description
Key words/phrases e.g.
Example questions
Identify and interpret explicit and implicit information and ideas
Identify
List five reasons why Obed Ramotswe went to South Africa.
Select and synthesise evidence from different texts.
Select
List Summarise Synthesise
AO2
AO3
AO4
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
Explain
Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts
Compare
Evaluate texts critically and support this with appropriate textual references
How does the writer…? Analyse What impressions…?
Identify similarities and differences
To what extent do you agree? Evaluate How effective is? What do you think and feel?
What does the writer mean by 'Time is money' in Line 2? According to these two writers, why should Americans change their attitudes to leftover food? How does the writer make these lines tense and dramatic? What impressions do you get of the work in the mines from these lines?
Both these texts are about waste. Compare the following: •
The writers' attitudes to waste
•
How they get their arguments across
'In the last twenty lines or so of this passage, the writer encourages the reader to feel sympathy for Obed.' To what extent do you agree with this view? What do you think and feel about Lydia M. Child's views about running a household?
ASSESSMENT: KEY EXAMINATION COMMAND WORDS (1 OF 2) ASSESSMENT OBJECTIVES AND THEIR RELATED COMMAND WORDS Assessment Objective AO5
Description Communicate clearly, effectively, and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6
Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Key words/phrases e.g.
Example questions
Communicate
Organise
A proposal has been made to hold a motorcycle race on the roads in your area. You have decided to write an article for your community magazine to share your views on this proposal. You could write in favour or against this proposal.
Range
Creative Prose Writing
Select Adapt
Clarity Purpose Accurate
Write a lively article for the magazine giving your views
•
Choose one of the following titles for your writing:
•
Making a Difference
•
The Choice
•
Write about a time when you were at a children's party
•
Write a story which begins: I didn't know if I had the courage to do this…
WJEC Eduqas GCSE in
ENGLISH LANGUAGE
GCSE English Language Key examination command words
ASSESSMENT: KEY EXAMINATION COMMAND WORDS (1 OF 2) ASSESSMENT OBJECTIVES AND THEIR RELATED COMMAND WORDS Assessment Objective AO1
Description
Key words/phrases e.g.
Example questions
Identify and interpret explicit and implicit information and ideas
Identify
List five reasons why Obed Ramotswe went to South Africa.
Select and synthesise evidence from different texts.
Select
List Summarise Synthesise
AO2
AO3
AO4
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
Explain
Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts
Compare
Evaluate texts critically and support this with appropriate textual references
How does the writer…? Analyse What impressions…?
Identify similarities and differences
To what extent do you agree? Evaluate How effective is? What do you think and feel?
What does the writer mean by 'Time is money' in Line 2? According to these two writers, why should Americans change their attitudes to leftover food? How does the writer make these lines tense and dramatic? What impressions do you get of the work in the mines from these lines?
Both these texts are about waste. Compare the following: •
The writers' attitudes to waste
•
How they get their arguments across
'In the last twenty lines or so of this passage, the writer encourages the reader to feel sympathy for Obed.' To what extent do you agree with this view? What do you think and feel about Lydia M. Child's views about running a household?
ASSESSMENT: KEY EXAMINATION COMMAND WORDS (1 OF 2) ASSESSMENT OBJECTIVES AND THEIR RELATED COMMAND WORDS Assessment Objective AO5
Description Communicate clearly, effectively, and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6
Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Key words/phrases e.g.
Example questions
Communicate
Organise
A proposal has been made to hold a motorcycle race on the roads in your area. You have decided to write an article for your community magazine to share your views on this proposal. You could write in favour or against this proposal.
Range
Creative Prose Writing
Select Adapt
Clarity Purpose Accurate
Write a lively article for the magazine giving your views
•
Choose one of the following titles for your writing:
•
Making a Difference
•
The Choice
•
Write about a time when you were at a children's party
•
Write a story which begins: I didn't know if I had the courage to do this…
