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Section A requires students to plan and write an organised, engaging speech persuading classmates about a body image issue. Section B uses provided reading passages, including travel writing about an active volcano, and asks for analysis of engagement techniques and evidence-based reasons and feelings.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-english-language-unit-1-writing-for-purpose-and-audience-reading-to-access-non-fiction-and-media-texts/207176/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Ava Thompson","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What does Section A require, and how is it assessed?","Question",{"text":106,"@type":107},"Section A requires writing a speech persuading classmates about whether young people are too worried about body image. It is assessed for organised, engaging writing matching form, purpose and audience, as well as range of sentence structures and accuracy in spelling, punctuation and grammar.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What reading source is used for Tasks 2 and 3?",{"text":111,"@type":107},"Tasks 2 and 3 are based on extracts from a travel writing article describing an attempt to reach the top of an active volcano in Iceland and the writer’s thoughts after it erupts.",{"name":113,"@type":104,"acceptedAnswer":114},"What should students produce for Task 3?",{"text":115,"@type":107},"Students must write down two reasons for the increased respect for the power of nature, selecting one reason from each paragraph and providing two pieces of supporting evidence for each reason.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},207176,1788598756,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":36},1649267921044,"https://us-avatar.wpscdn.com/avatar/1800007509477c92dfb?_k=1786009248482753345","Centre Number  \n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n\nGeneral Certificate of Secondary Education 2018  \nCandidate Number  \n\n|  |  |  |  |\n| --- | --- | --- | --- |\n\n\n| English Language\u003Cbr>Unit 1\u003Cbr>Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts\u003Cbr>[GEN11]\u003Cbr>THURSDAY 31 MAY, MORNING | *GEN11*\u003Cbr>*GEN11* |\n| --- | --- |\n\nTIME  \n1 hour 45 minutes.  \nINSTRUCTIONS TO CANDIDATES  \nWrite your Centre Number and Candidate Number in the spaces provided at the top of this page.  \nYou must complete the tasks in the spaces provided. If needed, you can ask for more sheets to finish your responses.  \nDo not write outside the boxed area on each page or on blank pages.  \nComplete all the tasks: the one task in Section A and the four tasks in Section B.  \nINFORMATION FOR CANDIDATES  \nThe total mark for this paper is 150.  \nSection A (Writing) One task marked out of 87 marks. Spend 55 minutes on this section. Section B (Reading) Four tasks marked out of 63 marks. Spend 50 minutes on this section. Pay attention to the suggested timings shown at the beginning of each task; these will  \nenable you to complete all the tasks within the time limit.  \nFigures in brackets printed down the right-hand side of pages indicate the marks awarded to each task.  \n  Examiners can only credit what they can read. Keep your work legible.  \n 11608  \n*16GEN1101*  \n*16GEN1101*  \n| | Section A: Writing for Purpose and Audience\u003Cbr>One task: 55 minutes. Mark allocation: 87 marks\u003Cbr>Up to 57 marks are available for an organised and engaging piece of writing that matches form and purpose with audience.\u003Cbr>Up to 30 marks are available for the use of a range of sentence structures and accuracy in spelling, punctuation and grammar. |  | |\n| --- | --- | --- | --- |\n| Write a speech for your classmates persuading them to agree with your views on the following issue:\u003Cbr>“Young people today are too worried about their body image.”\u003Cbr>[87]\u003Cbr>You are advised to spend:\u003Cbr>􀁹 15 minutes thinking and planning your response 􀁹 30 minutes writing the speech\u003Cbr>􀁹 10 minutes checking your writing\u003Cbr>Planning Space: |  |  |  |\n|  11608 |  | |  |\n\n*16GEN1102*  \n*16GEN1102*  \n| | \u003Cbr>Speech for your classmates: |  |\n| --- | --- | --- |\n| |  |  |\n|  11608 |  | [Turn over\u003Cbr>\u003Cbr>|\n\n*16GEN1103*  \n*16GEN1103*  \n| | |\n| --- | --- |\n| |  |\n|  11608 | |\n\n*16GEN1104*  \n*16GEN1104*  \n| | |\n| --- | --- |\n| \u003Cbr>  [87] |  |\n|  11608 | [Turn over\u003Cbr>\u003Cbr>|\n\n*16GEN1105*  \n*16GEN1105*  \n| | Section B: Reading to Access Non-Fiction and Media Texts\u003Cbr>Four tasks: 50 minutes. Mark allocation: 63 marks\u003Cbr>Reading Non-Fiction\u003Cbr>Tasks 2 and 3 are based on extracts from a travel writing article. The writer has been to an active volcano in Iceland.\u003Cbr>Task 2: Spend 15 minutes on this task.\u003Cbr>Read the text below where the writer describes his attempt to reach the top of the volcano. Explain how he has presented this in a way that engages his readers. |  | |\n| --- | --- | --- | --- |\n| I was standing in the middle of the night in a deep black canyon with three companions, straining to hear the volcano whisper its menace. Above us, a blizzard had smothered the mountain and blotted out the violent red glow I had seen from a plane three days before. We had tried to get up the 5,466ft volcano in our guide’s super-jeep but were defeated by the weather. We were aware of the occasional muffled explosion and the heavy, sulphurous stench of the beast.\u003Cbr>I asked our guide what he would do if the mountain exploded like it had in the winter of 1821. He rubbed his chin and concluded that we would not make it. The only chance would be to leave the jeep to escape the flash flood of rocks, new lava, ice, mud and water. But then we would have the volcanic ash to deal with, to say nothing of the lightning that usually accompanies a major eruption.\u003Cbr>© Guardian News & Media Ltd 2018\u003Cbr>|  |  |  |\n|  11608 |  | |  |\n\n*16GEN1106*  \n*16GEN1106*  \n| | |\n| --- | --- |\n| \u003Cbr>  [21] |  |\n| ","cbCaic6SdoPc1twp","https://ap.wps.com/l/cbCaic6SdoPc1twp","pdf",1326623,16,"English","# Section A: Writing for Purpose and Audience\n## Speech task: persuasion on body image\n# Section B: Reading to Access Non-Fiction and Media Texts\n## Task 2: Engage readers using travel writing\n## Task 3: Increased respect for nature with evidence\n## Task 4: Reading Media Texts from a book cover","[{\"question\":\"What does Section A require, and how is it assessed?\",\"answer\":\"Section A requires writing a speech persuading classmates about whether young people are too worried about body image. It is assessed for organised, engaging writing matching form, purpose and audience, as well as range of sentence structures and accuracy in spelling, punctuation and grammar.\"},{\"question\":\"What reading source is used for Tasks 2 and 3?\",\"answer\":\"Tasks 2 and 3 are based on extracts from a travel writing article describing an attempt to reach the top of an active volcano in Iceland and the writer’s thoughts after it erupts.\"},{\"question\":\"What should students produce for Task 3?\",\"answer\":\"Students must write down two reasons for the increased respect for the power of nature, selecting one reason from each paragraph and providing two pieces of supporting evidence for each reason.\"}]","GCSE English Language - Unit 1 - Writing for Purpose and Audience, Reading to Access Non-Fiction and Media Texts | PDF"]