At Checkpoint you read closely and explain how writers create meaning. You support every idea with evidence.
Some meaning is stated directly; some is implied. Inference means working out what the writer suggests but does not say, using clues in the text. Always back an inference with a quotation.
Writers choose language (imagery, word choice, figurative language) and structure (paragraph length, order of events, flashback). Explain the effect on the reader, not just the technique.
To infer means to:
Which is the best evidence that Mia is sad?
“The wind whispered secrets.” This is:
Short, sharp sentences in a chase scene create:
A flashback is when the story:
In PEE, the second E stands for:
Which question asks you to infer?
The mood of a text is:
A simile compares using:
To explain the effect of a word you should say:
Which is imagery?
In the Checkpoint exam you meet texts you have never seen. A calm method helps you find answers fast.
First read the title and any introduction, then read the whole passage once. Read the questions, then go back and underline key evidence. Mark scores tell you how much to write: 1 mark usually needs one point.
Retrieval questions ask for facts stated in the text. Inference questions ask what is suggested. Vocabulary questions ask what a word means in context. Effect questions ask how language makes the reader feel.
What should you do before answering questions on an unseen text?
A retrieval question asks you to:
To find the meaning of an unknown word you can:
A question worth 3 marks usually needs:
Which question needs an inference?
Underlining key evidence helps you to:
Which is a vocabulary question?
The first thing to look at in an unseen text is:
Which answer shows good use of evidence?
If you are unsure of an answer you should:
At the end of the exam you should:
A discursive essay explores an issue from several angles instead of just shouting one view.
A discursive (balanced) essay presents arguments for and against an issue before giving a conclusion. It uses a formal tone and clear paragraphs, with evidence for each point.
Use discourse markers to guide the reader: firstly, moreover, however, on the other hand, consequently, in conclusion. Write in the third person and avoid slang.
A discursive essay:
Which word shows contrast?
Which word adds a further point?
The tone of a discursive essay is usually:
The conclusion of a discursive essay should:
Each point in a discursive essay should have:
Which phrase begins a counter-argument?
Which is more formal?
A good structure for a discursive essay is:
Which word means “as a result”?
Why use discourse markers?
Planning makes balanced writing easier. This lesson puts the pieces together.
Spend a few minutes on a plan: a two-column list of points for and against, one example each, and a decision for your conclusion. Aim for 4–5 paragraphs with one main idea in each.
Begin each paragraph with a topic sentence, add evidence and explain its importance. Vary your sentence openers and use precise vocabulary. Check your work for spelling and punctuation at the end.
Why plan before writing an essay?
A topic sentence is:
Each paragraph should contain:
In a balanced essay, “weighing” the evidence means:
Which word is more precise than “nice”?
The last thing to do after writing is:
Which plan shows the main parts of a balanced essay?
Which sentence is a good topic sentence?
To vary sentence openers you could start with:
A balanced conclusion should:
Which is a persuasive technique to avoid in a balanced essay?
Every text is written by someone, for someone. Spotting viewpoint and audience is a key Checkpoint skill.
The viewpoint is the writer’s or narrator’s attitude or opinion. Look at word choice, what is included, and the tone (e.g. angry, humorous, serious). The narrator may also tell the story from one character’s perspective.
The audience is who the text is for. The purpose is why it was written: to inform, persuade, entertain or instruct. Language and layout change to suit the audience.
The viewpoint of a text is:
“The pointless new rule” shows a:
A leaflet that tells you how to put up a tent has the purpose to:
An advert is mainly written to:
A text written for young children will probably have:
A story told from one character’s perspective is:
Which text is most likely to be formal?
Which text has the purpose to “inform”?
Emotive words are used to:
How can a writer show a positive viewpoint?
Why does audience matter?
Time to put your skills together: reading, writing and checking, just like the exam.
Divide your time by the marks. A question worth 1 mark needs a quick answer; one worth 5 marks needs more. For writing tasks, spend about 5 minutes planning, most of the time writing, and the last few minutes checking.
In the exam: read the question carefully, underline command words (explain, compare, describe), use evidence, write in full sentences, and check spelling, punctuation and grammar. If you are stuck, move on and return later.
How should you split time in a writing task?
The command word “explain” asks you to:
The command word “compare” asks you to:
If you are stuck on a question you should:
In your answers you should usually write in:
Answering the question means:
A question worth 4 marks suggests you should:
Which is a command word?
To improve a sentence you could:
Checking your answers helps you:
Which sentence is correctly punctuated?
Questions from every topic in this course. Pick an answer for each one, then hit Check My Answers.
Evidence in an answer is usually:
Which is imagery?
A skim is:
At the end of the exam you should:
The opposite of “for” in an argument is:
Why use discourse markers?
A plan helps you write an essay that is:
Which is a persuasive technique to avoid in a balanced essay?
The reason a text is written is its:
Why does audience matter?
The best way to prepare for the Checkpoint is to:
Which sentence is correctly punctuated?