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GCSE Non-Fiction Reading Skills (2013/Level 2): Cycling

In this worksheet, students practise their reading and writing skills for the 2013 GCSE.

'GCSE Non-Fiction Reading Skills (2013/Level 2): Cycling' worksheet

Key stage:  KS 4

Curriculum topic:  GCSE Practice Papers

Curriculum subtopic:  Reading: Non-Fiction

Difficulty level:  

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Worksheet Overview

QUESTION 1 of 10

This paper will test your reading and writing. You will need to print out the source materials from the PDF file to have in front of you to read and annotate.

 

Source 1: The Thrills of Cycling Around Oxford

Source 2: Cycle Cornwall!

Source 3: Are Cyclists the Real Menaces on Our Roads?

 

Answer all questions and give yourself a time limit of two hours - one for Section A and one for Section B. Set an alarm! You must refer to the reading sources provided. You must not use a dictionary.

  • The marks for questions are shown in brackets.
  • The maximum mark for this paper is 80.
  • You are reminded of the need for good English and clear presentation in your answers. 
  • Before you start writing, read through all of the questions you have to answer and the reading sources.
  • You are advised to spend two hours on this paper.

 

 Good luck!

Section A: Reading

Answer all questions in this section.

You are advised to spend about one hour on this section.

 

 

 

Now look at Source 1, the online article, "The Thrills of Cycling Around Oxford".

 

1. What do you understand about the reasons for and advantages of cycling round Oxford? [8 marks]

Now read Source 2, a leaflet advertising Cornwall’s cycling trail, "Cycle Cornwall!".

 

2. Explain how the heading and images are effective and how they link to the text. [8 marks]

Now look at Source 3, the newspaper article, "Are Cyclists the Real Menaces on Our Roads?".

 

3. Explain some of the thoughts and feelings the writer has about cyclists. [8 marks]

4. Now you need to refer to Source 1, "The Thrills of Cycling Around Oxford" and Source 2, "Cycle Cornwall!" You are going to compare two texts.

 

Compare the ways in which language is used for effect in both texts.

Give some examples and analyse the effects. [16 marks]

Section B: Writing

Answer both questions in this section.

You are advised to spend about one hour on this section.

You are advised to spend about 25 minutes on question 5.

You are advised to spend about 35 minutes on question 6.

 

 

 

5. The food section of your local newspaper is inviting readers to write about their favourite place to go on holiday.

 

Write a letter to the editor describing your favourite holiday destination and explain why you like it. [16 marks]

6. A recent report states: "Lack of physical exercise is the biggest threat to society."

 

Write an article for your school or college newspaper persuading young people to do more exercise. [24 marks]

  • Question 1

Section A: Reading

Answer all questions in this section.

You are advised to spend about one hour on this section.

 

 

 

Now look at Source 1, the online article, "The Thrills of Cycling Around Oxford".

 

1. What do you understand about the reasons for and advantages of cycling round Oxford? [8 marks]

CORRECT ANSWER
EDDIE SAYS
Award a mark for any of the following points and a mark for each time a quotation is used as evidence. Up to 8 marks.
• avoids the heavy traffic
• avoids all the tourists
• allows you to get where you want to fast and on time
• allows you to appreciate the architecture
• allows you to easily stop on route
• know exactly when to leave each morning
• healthy and better than the gym
  • Question 2

Now read Source 2, a leaflet advertising Cornwall’s cycling trail, "Cycle Cornwall!".

 

2. Explain how the heading and images are effective and how they link to the text. [8 marks]

CORRECT ANSWER
EDDIE SAYS
Award a mark for any of the following points and a mark for each time a quotation is used as evidence. Up to 8 marks.
• Cycle Cornwall! – short, snappy – draws eye to it – explains where you can cycle which is reinforced in the text.
• Blue font which links with the idea of water and cycling along the coast.
• Image 1 – bike – sums up what the text is about.
• Image 1 – bike in beautiful countryside with blue sky – links to what text says you will see and suggests it will be peaceful and traffic free, which is what the text says.
• Image 2 – image of Cornwall’s coast – wide angled shot emphasises the magnificent views you will see.
• Any other relevant points.
  • Question 3

Now look at Source 3, the newspaper article, "Are Cyclists the Real Menaces on Our Roads?".

 

3. Explain some of the thoughts and feelings the writer has about cyclists. [8 marks]

CORRECT ANSWER
EDDIE SAYS
Award a mark for any of the following points and a mark for each time a quotation is used as evidence. Up to 8 marks.
• It is a subject that divides opinion.
• Some see cyclists as healthy, green, etc.
• Some see cyclists as dangerous.
• It seems unfair that cyclists and motorists are not punished equally for dangerous driving/riding.
• Cycling can be dangerous for the cyclists themselves.
• We need better understanding on our roads from both drivers and cyclists.
• Drivers and cyclists need to be treated equally.
  • Question 4

4. Now you need to refer to Source 1, "The Thrills of Cycling Around Oxford" and Source 2, "Cycle Cornwall!" You are going to compare two texts.

 

Compare the ways in which language is used for effect in both texts.

Give some examples and analyse the effects. [16 marks]

CORRECT ANSWER
EDDIE SAYS
Award a mark for any of the following points and a mark for each time a comparison is made and quotation is used as evidence. Up to 16 marks.

"The Thrills of Cycling Around Oxford":
• Paragraph 1 – rhetorical questions, image of snake – metaphor and alliteration, image of arteries, short sentences
• Paragraph 2 – rule of three, rhetorical question
• Paragraph 3 – list
• written in first person – personal
• any other relevant points

"Cycle Cornwall!":
• third person - appears objective
• adjectives
• rule of three
• lists
• pronoun ‘our’
• superlatives
  • Question 5

Section B: Writing

Answer both questions in this section.

You are advised to spend about one hour on this section.

You are advised to spend about 25 minutes on question 5.

You are advised to spend about 35 minutes on question 6.

 

 

 

5. The food section of your local newspaper is inviting readers to write about their favourite place to go on holiday.

 

Write a letter to the editor describing your favourite holiday destination and explain why you like it. [16 marks]

CORRECT ANSWER
EDDIE SAYS
12–16 marks:
• The student communicates ideas effectively and engages the reader with detailed description.
• The student uses a range of linguistic features such as metaphors, similes and alliteration to make their writing interesting.
• The student uses ambitious vocabulary and spells complex words correctly.
• Paragraphs are used correctly and they use a range of different types of sentences with varied punctuation.

5–11 marks:
• The student communicates their ideas and uses some detailed description.
• The student uses some linguistic features such as metaphors, similes and alliteration to make their writing interesting.
• The student attempts to use some ambitious vocabulary and spells some complex words accurately.
• There is an attempt at correct paragraphing and sentences are mainly punctuated correctly with an attempt at varied punctuation.

1–4 marks:
• There is limited communication of ideas and little description.
• The student uses very few linguistic features such as metaphors, similes and alliteration to make their writing interesting.
• There is limited vocabulary and few complex words are spelt accurately.
• There are no paragraphs and punctuation is often incorrect.
  • Question 6

6. A recent report states: "Lack of physical exercise is the biggest threat to society."

 

Write an article for your school or college newspaper persuading young people to do more exercise. [24 marks]

CORRECT ANSWER
EDDIE SAYS
16–24 marks:
• The student communicates ideas effectively and engages the reader with detailed complex ideas.
• Style and content is matched to audience and purpose.
• The student uses a range of linguistic features such as rhetorical questions, irony, and exaggeration to engage the reader.
• The student uses ambitious vocabulary and spells complex words correctly.
• Paragraphs are used correctly and they use a range of different types of sentences with varied punctuation.
• Student uses complex grammar.
• Connectives are used fluently.

7–15 marks:
• The student successfully communicates and uses some detailed ideas.
• The student clearly identifies audience and purpose.
• The student uses some linguistic features such as rhetorical questions to engage the reader.
• The student attempts to use some ambitious vocabulary and spells some complex words accurately.
• There is an attempt at correct paragraphing and sentences are mainly punctuated correctly with an attempt at varied punctuation. Connectives are used but sometimes mechanically.

1–6 marks:
• There is limited communication of ideas and little detail – one or two ideas are linked.
• There is little awareness of audience and purpose.
• The student uses very few linguistic features such as rhetorical questions to engage the reader.
• There is limited vocabulary and few complex words are spelt accurately.
• There are no paragraphs and punctuation is often incorrect.
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