Don’t count the days.

English Language 2018

Paper 1 Tuesday June 5th

Paper 2 Friday June 8th

Make the days count.Muhammad Ali

‘Success is no accident’ - Pele

Paper 1 1 hour and 45 minutesSection A – 1 hourSection B – 45 minutes

But

Answer Section B first!

Section B Q5 – 45 minutes – 50% of the marks!!You could be asked to write a descriptive or narrative piece.To be successful do the following:

• Keep it simple - use ordinary events/locations that you know well• Aim for 2 sides.• It is better to produce a carefully crafted and well thought out shorter piece

than a longer muddled piece that has spelling and punctuation mistakes.• Give yourself time to read through and check for common mistakes.

Content and Organisation (24 marks)PLANExpress your ideas clearlyMatch your writing to the purpose, audience and formUse a variety of language methodsInclude interesting and carefully chosen vocabularyThink carefully about structure methodsSP&G - Technical accuracy (16 marks)Use a range of vocabularySpell correctlyUse the correct punctuationUse a range of punctuation – aim for 5

Practise with the following ideas.1. Write a short story which ends with the words ‘It was the worst party of all

time’2. Write a story about a time when you had to wait for someone to arrive.3. Write a story about finding a key.4. Write a narrative with the title ‘The best time of my life’5. Write a description suggested by this picture.

Find pictures online or in magazines/newspapersTop writing tipsUse the weather to create mood – change the weather if the mood changes.Include a one word, a three word, a five word sentence.Try a one sentence paragraph.Think about how you begin and end – perhaps use a cyclical structure.Include personification.Be consistent with verbs – use the past if it is a recount, something that has happened.Add colour – think about the connotations of the colours that you use.Use speech sparingly - perhaps just a sentence.Start a sentence with an adverb e.g. ‘Quietly…’ ‘Quickly…’

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‘If not now, when?’ - Primo LeviSection A

One source One hour 4 questions 15 minutes reading time which can be spread across the questions. Q1 – 5 minutes Q2 – 10 minutes Q3 – 10 minutes Q4 – at least 20 minutes

A StrategyRead the questions before reading the extract so that you already know what you’re looking for.Read the extract – remember to read the information given before the extract, as it will help you understand the source material.Read with a pen and a highlighter so that you can make notes whilst reading. You may need to read the extract more than once – use a ruler to slow down your reading so that you are concentrating on the meaning.

Q1 – 4 marks – 5 minutes – keep a careful eye on the time.Read the question carefully

Underline the key words in the question so that you are 100% sure of the focus

Box the lines so that you answer on the right section. Read the section. Underline the words/phrases that link to the question. Answer the question using simple sentences.

‘Yes we can!’ – Barack Obama

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Your turnNick Carroway describes summer parties at his neighbour Jay Gatsby’s house in this extract from The Great Gatsby by F Scott Fitzgerald.

There was music from my neighbour’s house through the summer nights. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft or taking the sun on the hot sand of his beach while his two motor-boats slit the waters, drawing aquaplanes over cataracts of foam.

Q1: Read the first paragraph from line 1 to line 6. List four things you learn about Gatsby and his guests. (4 marks)

1.

2.

3.

4.

An extract from Sons and Lovers by D H Lawrence, 1913.In this extract, William, the oldest son who works in London, is expected home for Christmas.

He was coming at Christmas for 5 days. There had never been such preparations. Paul and Arthur scoured the land for holly and evergreens. Annie made the pretty paper hoops in the old-fashioned way. And there was unheard of extravagance in the larder. Mrs Morel made a big and magnificent cake. Then, feeling queenly, she showed Paul how to blanch almonds. He skinned the long nuts reverently, counting them all to see not one was lost. It was said that eggs whisked better in a cold place. So the boy stood in the scullery, where the temperature was nearly at freezing-point, and whisked and whisked, and flew in excitement to his mother, as the white of egg grew stiffer and more snowy.

Q1 Read again the first part of the text, lines 1 to 8List four ways in which the children help their mother to prepare for William’s arrival. (4 marks)

1.

2.

3.

4.

‘Reach for the stars. Climb every mountain higher’ – Steps

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Q2 – 8 marks – 10 minutes – keep a careful eye on the timeYou will be given a short extract taken from the source.You need to show that you can explain the effects/impact of the language choices of the writer

Read the question carefully Underline the key words in the question so that you are 100% sure of the

focus. Read and annotate the extract – look for words and methods to use in your

answer. Write your answer and remember to include the quotations that you

underlined or highlighted in the extract. Write about 3 quotations in detail

ModelsGoodThe writer uses violent verbs to describe the powerful effects of the storm. He says the wind is ‘lashing’ the trees, which suggests it is whipping them, as if trying to destroy the land. The phrase ‘furious waves’ reinforces this idea, with the adjective ‘furious’ implying the Pacific Ocean is wild, angry and aggressive as it crashes against the rocks. The ocean is also ‘roaring’; a deafening noise to suggest it is attacking the land like a wild animal.BetterThe writer uses violent imagery to convey the brutal effects of the storm. The wind is ‘lashing’ the trees, a verb implying it is so forceful it is ruthlessly thrashing them, as if nature is inflicting a cruel punishment on the landscape. In addition, the personification of ‘furious waves’ suggests how the Pacific Ocean is pounding at the rocks, uncontrollably beating against them with anger, aggression and intent. The writer also uses sound imagery to add to the impact of the visual description of the ocean ‘roaring’ by using an adjective to suggest the thunderous noise of the storm which sounds like a wild animal, full of rage as it attacks and devours its prey. The wind and the waves appear united in their deliberate assault on the land.

‘We are what we repeatedly do. Excellence, then, is not an act but a habit.’

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Your turn Think about the writer’s intentions – how does he want the reader to respond Consider the writer’s choices Analyse the meanings and connotations of words – the ideas and associations

created

On week-ends his Rolls-Royce became an omnibus, bearing parties to and from the city, between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. On Monday’s eight servants including an extra gardener toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before. Every Friday five crates of oranges and lemons arrived from a fruiterer in New York—every Monday these same oranges and lemons left his back door in a pyramid of pulp-less halves. There was a machine in the kitchen, which could extract the juice of two hundred oranges in half an hour, if a little button was pressed two hundred times by a butler’s thumb.

Q2 Read from line 7 to 17. How has the writer used language to describe preparations for the party? (8 marks)You could include the writer’s choice of:

Words and phrases Language features and techniques Sentence forms

Neither wife nor husband spoke. He sat in his armchair, quite awkward with excitement, and she quietly went on with her baking. Only by the careful way in which she did things could it be told how much moved she be. The clock ticked on.‘What time does say he’s coming?’ Morel asked for the fifth time.‘The train gets in at half past six’ she replied emphatically.‘Then he’ll be here at ten past seven.’‘Eh, bless you, it’ll be hours late on the Midland’, she said indifferently. But she hoped, by expecting him late, to bring him early. Morel went down the entry to look for him. Then he came back.‘Goodness man!’ she said. ‘You’re like an ill-sitting hen.’‘Hadna you better be getting him summat t’eat ready?’ asked the father.‘There’s plenty of time,’ she answered.‘There’s not so much as I can see on,’ he answered, turning crossly in his chair. She began to clear her table.

Q2 Read from ‘Neither husband nor wife spoke’ in line 19 to line 33.What impressions does the writer give of Mr and Mrs Morel in these lines?You could include the writer’s choice of:

Words and phrases Language features and techniques Sentence forms

‘I believe in hard work and luck, and that the first often leads to the second.’ J.K. Rowling

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Q3 – 8 marks – 10 minutes – keep a careful eye on the timeYou will need to show that you can explain the effects/impact of structure choices.

Read the question carefully Underline the key words in the question so that you are 100% sure of the focus. Pay attention to where the extract is taken from e.g. the beginning/ending of the

novel/short story. Reread the extract noting what happens in each paragraph. Pay particular attention to the beginning and ending – are they linked? Make a note of any changes – characters being introduced, time – flashbacks,

flashforwards, place – inside, outside Aim to make 3 detailed points that cover the beginning, middle and end Include quotations Explain why the writer made these choices – what is the impact of the

beginning/ending on the reader?

Model

The writer begins and ends the text by focusing on a single character, Alice, in the mountains of France. After the narrow focus of the opening line, where she is drinking water ‘in great gulps’ due to the heat, it immediately zooms out to show a panoramic view, with the heat haze shimmering ‘below’ Alice and ‘above her’, the endless blue sky. This early emphasis on her immediate surroundings could make it appear initially as if she is alone in a vast, endless space. However, as the text develops, the setting alternates between two locations, the higher slope where Alice is digging and the lower slopes where her colleagues are in the main camp, so we understand that she is part of a group. The final paragraph echoes the first, except now, because the ‘sun climbs higher in the sky, and the temperature rises’, the uncomfortable conditions are even more intense.

Your turnAim to write 3 detailed paragraphs

1. Beginning of the extract

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2. Development/change/shifts3. End of the extract

The Whole Town’s Sleeping Ray Bradbury, 1950In this extract, a woman is walking home alone after watching a film at the cinema with friends. She fears that she is being followed and descends into a state of paranoia and terror. Is someone really following her, or is it just her imagination?

Silence. A summer-night silence which lay for a thousand miles, which covered the earth like a white and shadowy sea. Faster, faster! She went down the steps. Run! Only a little way, she prayed. One hundred eight, nine, one hundred ten steps! The bottom! Now, run! Across the bridge! She told her legs what to do, her arms, her body, her terror; she advised all parts of herself in this white and terrible moment, over the roaring creek waters, on the hollow, thudding, swaying almost alive, resilient bridge planks she ran, followed by the wild footsteps behind, behind. He’s following. Don’t turn, don’t look! If you see him, you’ll not be able to move, you’ll be so frightened. Just run, run! She ran across the bridge. Oh, God, God, please, please let me get up the hill! Now up the path, now between the hills, oh God, it’s dark, and everything so far away. If I screamed now it wouldn’t help; I can’t scream anyway. Here’s the top of the path, here’s the street, oh, God, please let me be safe, if I get home safe I’ll never go out alone; I was a fool, let me admit it, I was a fool, I didn’t know what terror was, but if you let me get home from this I’ll never go without Helen or Francine again! Here’s the street. Across the street! She crossed the street and rushed up the sidewalk. Oh God, the porch! My house! Oh God, please give me time to get inside and lock the door and I’ll be safe! And there—silly thing to notice—why did she notice, instantly, no time, no time—but there it was anyway, flashing by—there on the porch rail, the half-filled glass of lemonade she had abandoned a long time, a year, half an evening ago! The lemonade glass sitting calmly, imperturbably there on the rail . . . and . . . She heard her clumsy feet on the porch and listened and felt her hands scrabbling and ripping at the lock with the key. She heard her heart. She heard her inner voice screaming. The key fit. Unlock the door, quick, quick! The door opened. Now - inside! Slam it! She slammed the door. “Now lock it, bar it, lock it!” she gasped wretchedly. “Lock it, tight, tight!” The door was locked and bolted tight. She listened to her heart again and the sound of it diminishing into silence. Home! Oh God, safe at home! Safe, safe and safe at home! She slumped against the door. Safe, safe. Listen. Not a sound. Safe, safe, oh thank God, safe at home. I’ll never go out at night again. I’ll stay home. I won’t go over that ravine again ever. Safe, oh safe, safe home, so good, so good, safe! Safe inside, the door locked. Wait. Look out the window. She looked. Why, there’s no one there at all! Nobody. There was nobody following me at all. Nobody running after me. She got her breath and almost laughed at herself. It stands to reason. If a man had been following me, he’d have caught me! I’m not a fast runner. . . . There’s no-one on the porch or in the yard. How silly of me. I wasn’t running from anything. That ravine’s as safe as anyplace. Just the same, it’s nice to be home. Home’s the really good warm place, the only place to be. She put her hand out to the light switch and stopped. “What?” she asked. “What, what?” Behind her in the living room, someone cleared his throat.

Q3: You need to think about the whole extract now.How has the writer structured the text to interest you as a reader? [8 marks]You could write about:• What the writer focuses your attention on at the beginning• How and why the writer changes this focus as the extract develops• Any other structural features that interest you

‘All successes begin with self-discipline. It starts with you.’ Dwayne ‘The Rock’ Johnson

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Q4 – 20 marks – minimum of 20 minutes – do this question before Q3 if you are running out of timeIt is essential that you complete this question – what do you notice about the marks!You will be given a statement and you will need to agree, disagree with the statement. There is no right or wrong – you can even partly agree or disagree!You must evaluate - which means make a judgement.Use words like successfully, effectively, powerfully, impressively to show that you are making a judgement.Include quotations and methodsKeep your response focused to the question.

Read the question carefully Underline the key words in the questions so that you are 100% sure of the focus. Box the lines so that you answer on the right section of the text

GoodI agree that Alex is struggling to cope with his mother’s illness because he is angry with everyone: ‘his father, his sisters, life in general – even with his mother for getting sick’. This suggests he is desperately looking for someone to blame and isn’t dealing with the situation very well at all. The writer shows this through dialogue, when Alex snaps at his sisters, rather than trying to reassure them like an older brother should. The writer also shows Alex isn’t coping by comparing what his mother used to be like before she became ill to what she’s like now. The metaphor ‘little more than a silent ghost’ suggests she has become almost an invisible presence in the life of the family.

BetterI agree that Alex is very angry with everyone, ‘his father, his sisters, life in general – even with his mother for getting sick’, which is a definite symptom of not coping with his mother’sillness. His behaviour is irrational, especially blaming his mother for becoming ill, but he is a young boy, caught up in circumstances over which he has no control, and he is full of frustration and desperate to find someone to blame. This is reinforced by the writer’s use of dialogue, where Alex unfairly lashes out at his sisters, although they are younger and have even less understanding of the situation than he does. The writer also shows Alex isn’t coping through a comparison of past and present versions of his mother: she was an artist whose paintings were once ‘explosions of colour’ but now ‘her oil paints dried in their tubes’. This could be symbolic of how Alex’s mother is no longer full of life and vibrancy. The metaphor ‘little more than a silent ghost’ supports this, because it suggests that what was once the central, driving force of the family has become a shadow, an almost invisible spirit, haunting Alex with the memory of her former self.

‘The only place where success comes before work is in the dictionary’ Lombardi

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Your turnAim to write 4 to 5 detailed paragraphs

At least once a fortnight a corps of caterers came down with several hundred feet of canvas and enough coloured lights to make a Christmas Tree of Gatsby’s enormous garden. On buffet tables, garnished with glistening hors-d’oeuvres, spiced baked hams crowded against salads ohharlequin designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass rail was set up, and stocked with gins and liquors and with cordials so long forgotten that most of his female guests were too young to know one from another. By seven o’clock the orchestra has arrived—no thin five-piece affair but a whole pitful of oboes and trombones and saxophones and viols and cornets and piccolos and low and high drums. The last swimmers have come in from the beach now and are dressing upstairs; the cars from New York are parked five deep in the drive, and already the halls and salons and verandas are gaudy with primary colours and hair shorn in strange new ways and shawls beyond the dreams of Castile. The bar isin full swing and floating rounds of cocktails permeate the garden outside until the air is alive with chatter and laughter and casual innuendo and introductions forgotten on the spot and enthusiastic meetings between women who never knew each other’s names.

Q4: Focus this part of your answer on the second half of the source, from line 18 to the end. ‘You must transport your reader into your stories if you want to write successfully.’To what extent do you agree that this extract transports the reader into the party? (20 marks) In your response, you could:

Write about your own impressions of the party Evaluate how the writer has created these impressions Support your opinions with quotations from the text.

Meantime the three children were on the platform at Sethley Bridge, on the Midland main line, two miles from home. They waited one hour. A train came – he was not there. Down the line the red and green lights shone. it was very dark and very cold.‘Ask him if the train’s come.,’ said Paul to Annie, when they saw a man in a tip cap.‘I’m not,’ said Annie. ‘You be quiet – he might send us off.’But Paul was dying for the man to know they were expecting someone by the London train: it sounded so grand. Yet he was much too scared of broaching any man, let alone one in a peaked cap, to dare to ask. The three children could scarcely go into the waiting-room for fear of being sent away and for fear something should happen whilst they were off the platform, Still they waited in the dark and cold.‘It’s an hour an’ a half late,’ said Arthur pathetically.‘Well,’ said Annie, ‘it’s Christmas Eve.’They all grew silent. He wasn’t coming. They looked down the darkness of the railway. There was London! It seemed the utter-most of distance. They thought anything might happen if one came from London. They were all too troubled to talk. Cold, and unhappy, and silent, they huddled together on the platform.

‘The first step is you have to say that I can.’ Will Smith

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Q4 Focus this part of your answer on the second half of the source from lines 35 to 50. ‘The writer encourages readers to feel and share the children’s emotions’To what extent do you agree with this view?You could write about:

your own impressions of the children’s emotions evaluate how the writer has created these impressions support your opinions with quotations from the text

Paper 2 - Viewpoints

This paper is all about how writers express their opinions, their ideas, their points of view. You will also have the opportunity to show that you can effectively express your viewpoint in Section B

1 hour and 45 minutesSection A – 1 hourSection B – 45 minutes

But

Answer Section B first!

How to be successful in Section B – 45 minutes – 50% of the marks!Read the question carefully – check the purpose, audience and form before planning.Keep it simple - use ordinary events/locations that you know well.Aim for 2 sides.It is better to produce a carefully crafted and well thought out shorter piece than a longer muddled piece that has spelling and punctuation mistakes.Give yourself time to read through and check for common mistakes.Content and Organisation (24 marks)PLAN Express your ideas clearlyMatch your writing to the purpose, audience and formUse a variety of language methods Include interesting and carefully chosen vocabularyThink carefully about structure methodsSP&G - Technical accuracy (16 marks)Use a range of vocabularySpell correctlyUse the correct punctuationUse a range of punctuation – aim for 5

You may be asked to write a letter, essay, text for a leaflet, speech or article.Remind yourself of the minimum requirements for each http://filestore.aqa.org.uk/resources/english/AQA-87002-FI-W.PDF (pages 3 and 4)

‘We have everything we need.’ Princess LeiaAdditional Top Tips1. Start in an interesting way

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Imagine…What if…2. Talk to the readerPicture this…As you know…3. Build a relationship with the reader – flatter themA person like you has experience…Obviously you know…4. Use pronouns to build the relationshipWe mustIt is our5. Use repetitionRepeat a word/phrase or sentence to convince the reader‘I have a plan. I have a plan to change the world. A plan to make things better.6. Convince the reader you are the best person to be listened toAs a teenager I have had first-hand experience…You probably think I know very little of … but I assure you I do because…7. Use words for dramatic impact to create a positive or negative toneNegative things – plague/cancer/disease/chains/hell/dark/ache/dullPositive things - medicine/cure/plants/seeds/light/rich/blooming/growing/thriving/bright8. Use lists We all think, feel and know the dangers of…Homework restricts fun, friendships and freedom9. Choose verbs carefully to raise level of urgencyCan/might/should/will/must

Practise with the following questions1. Write a letter to your headteacher with the aim of persuading him/her to ban

homework.2. A travel magazine needs a rough guide to your local town. Write an article

which informs about your local area.3. School summer holidays are too long. Most students get bored as the weeks

drag on and they forget much of what they have learned. Students should spend more time in school.Write an article for a broadsheet in which you explain your point of view on this statement.

4. Your local council is keen to find ways to improve the environment. Write a speech to the council suggesting ways in which this might be done.You could include:

examples of environmental problems at the moment your ideas about how the situation could be improved

5. Your school is running a competition to design a leaflet with the aim of advising students how to revise. Write the text of the leaflet.

6. Dangerous sports are selfish, put others at risk and should be banned. Write an essay in which you argue your views on this statement.

‘…full effort is full victory.’ GandhiSection AOne hour

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Two sources4 questionsSuggested order – important strategy is to complete Q3 after Q110 minutes reading and planning timeQ1 – one source – 5 minutesQ3 – one source – 15 minutesQ4 – two sources – 20 minutesQ2 – two sources – 10 minutes

Q1 – 4 marks – 5 minutes• Read the question carefully – highlight the key words• Box off the section • Follow the instructions – shade the boxes of the statements you think are

true

Q3 – 12 marks – 15 minutes Read the question carefully Underline/highlight the focus of the question Box off the section Reread the extract – concentrate on finding quotations that you can write

about in detail – highlight them Identify the methods – words, language methods, structure methods Start with words – meanings and connotations Aim to analyse 4+ quotations Write your response

How to write your responseMake a statementInclude a quotationZoom in on a method or wordExplain the effect/impact on the readerExplain why the writer chose this method – what or how did they want the reader to think/feel/question?

‘Don’t stop believing’ Journey

Example sentence stems

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The writer uses contrasting images ‘….’ and ‘….’ to highlight …The word ‘…’ means … and has connotations of …This encourages the reader to think/feel/consider/wonder …In addition the writer uses repetition of ‘…’ so that the reader…

ModelThe writer uses a metaphor to describe his son as ‘a sleepy ball’,providing the reader with an endearing image of a contented infant curled up, still in the foetal position, suggesting he is very newly born. The adjective ‘sleepy’ conjures up the image of the peace and tranquillity associated with a drowsybaby and a sense of innocence. The phrase ‘scrunched-up flesh’ sounds affectionatebut comical, and implies that the child’s individual features are unformed and unrecognisable – he looks just like any other baby. This could be to suggest that the father does not know his son as an individual yet.

Your turn

You now need to refer to lines 8 to 21 in Source B only.How does Dickens use language to describe his impressions of the Roman Amphitheatre?12 marks.

So well preserved, and carefully maintained, that every row of seats is there, unbroken. Over certain of the arches, the old Roman numerals may yet be seen; and there are corridors, and staircases, and subterranean passages for beasts, and winding ways, above ground and below, as when the fierce thousands hurried in and out, intent upon the bloody shows of the arena. Nestling in some of the shadows and hollow places of the walls, now are smiths with their forges, and a few small dealers of one kind or other; and there are green weeds, and leaves, and grass, upon the parapet. But little else is greatly changed.

When I had traversed all about it, with great interest, and had gone up to the topmost round of seats, and turning from the lovely panorama closed in by the distant Alps, looked down into the building, it seemed to lie before me like the inside of a prodigious hat of plaited straw, with an enormously broad brim and a shallow crown; the plaits being represented by the four-and-forty rows of seats. The comparison is a homely and fantastic one, in sober remembrance and on paper, but it was irresistibly suggested at the moment, nevertheless.

‘The way to get started is to quit talking and start doing.’ Walt Disney

Q2 – 8 marks – 10 minutes

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“The mark scheme rewards students for their ability to explore connections between two texts and to infer meaning in response to a given focus . ” You need to:

1. Make inferences from both texts2. Use quotations from both texts3. Identify differences or similarities – read the question carefully • Read the question carefully• Underline the key words so that you are confident about the focus• Use a simple table to plan your answer

Source A Source B Difference/Inference

Focus of questionFocus of question

• Read Source A – what can you find that connects to the question• Read Source B looking for the similarities/differences to Source A• Write 2 detailed paragraphs

How to structure your response• Make your statement of comparison

In Source A Blackpool is … whereas Verona is …• Provide a text detail from Source A (quotation)• Show what you can infer (make an educated guess/assume) from the detail• Provide a text detail from Source B (quotation)• Show what you can infer (make an educated guess/assume) from the text

detail• REPEAT

ExampleBoth sources have differing views over …In Source A the writer believes that Blackpool is … using the words ‘…’which suggest that …However in Source B the writer describes Verona as ‘…’ indicating that he thinks…Furthermore the sources have differing ideas about…In Source A Bryson …On the other hand in source B Dickens …Overall…‘Continuous effort not strength or intelligence is the key to unlocking our potential.’ Churchill

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Your turnWe will use these sources to practise Q4 too.Source A In 1836 Dickens imagines the life of a prisoner.

We entered the first cell. It was a stone dungeon, eight feet long by six wide, with a bench at the upper end, under which were a common rug, a bible, and prayer-book. An iron candlestick was fixed into the wall at the side; and a small high window in the back admitted as much air and light as could struggle in between a double row of heavy, crossed iron bars. It contained no other furniture of any description. Conceive the situation of a man, spending his last night on earth in this cell.Hours have glided by, and still he sits upon the same stone bench with folded arms, heedless alike of the fast decreasing time before him, and the urgent entreaties of the good man at his side. The feeble light is wasting gradually, and the deathlike stillness of the street without, broken only by the rumbling of some passing vehicle which echoes mournfully through the empty yards, warns him that the night is waning fast away. The deep bell of St. Paul's strikes - one! He heard it; it has roused him. Seven hours left! He paces the narrow limits of his cell with rapid strides, cold drops of terror starting on his forehead, and every muscle of his frame quivering with agony. Seven hours! He suffers himself to be led to his seat, mechanically takes the bible which is placed in his hand, and tries to read and listen. No: his thoughts will wander. The book is torn and soiled by use - and like the book he read his lessons in, at school, just forty years ago! He has never bestowed a thought upon it, perhaps, since he left it as a child: and yet the place, the time, the room - nay, the very boys he played with, crowd as vividly before him as if they were scenes of yesterday; and some forgotten phrase, some childish word, rings in his ears like the echo of one uttered but a minute since. He falls upon his knees and clasps his hands to pray. Hush! what sound was that? He starts upon his feet. It cannot be two yet. Hark! Two quarters have struck; - the third - the fourth. It is! Six hours left. Tell him not of repentance! Six hours' repentance for eight times six years of guilt and sin! He buries his face in his hands, and throws himself on the bench.

Source BMichael Romero writes about his prison experience in 2012

We are confined to one cellblock and not allowed in any other. From our cellblock we can go to the yard, the mess hall, or our job. Movements are allowed hourly during a ten-minute period. Many of us spend our free time in the yard, which is a precious place indeed. In the yard, we have handball courts, tennis courts, weights, basketball, volleyball, a running track, green grass, and miles and miles of blue sky and fresh air. It’s the place where we play, shaking off the dust, disease, and gloom of the cage.A man with an afternoon job may come to spend his mornings on the yard, afternoons at work, and his evenings studying in his cell. This routine is as certain to him as the years he must do. Back in the cellblock, some of us remove our running shoes and go back to bed, sleeping all day and tossing and turning all night. Others sit in the stuffy cellblock

‘All great achievements require time.’ Maya Angelou

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and watch the rays of sunshine filtering through the iron security screens on the windows.Taking away the yard spoils our routine and unbalances our body clocks. Tempers begin to go bad; we snap at each other like too many rats crammed into a cardboard box; hating becomes second nature.No matter how we approach the issue intellectually, it doesn’t dampen the rage we acquire from being packed in gloomy cages while there is blue sky and sunshine just beyond the wall. We have to share this place down to our germs. If one gets the flu, we all get it.When our routines are disrupted, chaos is once again among us. The future seems fragmented, uncertain. A strange type of resolve takes hold among the convicts; should our keepers choose to deal in pain, chaos, and destruction, we will try to give them a good game. After all, we invented it.

Q2 – 8 marks – 10 minutesWrite a summary of the differences between the facilities and environment in each prison.

Q4 – 16 marks – 20 minutes – don’t leave this question until last!

• Read the question carefully – highlight or underline the key words e.g. COMPARE

• Make sure that you pay attention to who the writers are and their connection to the topic – why are they writing about it? What is their interest?

• Decide on the viewpoint/perspective of Source A – what does the writer think about what they are writing about?

• Decide on the viewpoint/perspective of Source B – what does the writer think about what they are writing about?

• Look for the main difference between the two sources so that you can make an overall comment at the start of your answer

• Find evidence of the main difference from both sources – what method has been used?

• Find smaller differences between the 2 texts• Find the evidence of these smaller differences and the methods used.• Don’t choose quotations that you can’t write about.

‘We all have dreams. But in order to make dreams come into reality, it takes an awful lot of determination, dedication, self-discipline and effort.’ Jesse Owens

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• Draw a simple table to help you plan

Views/ attitude of writer

A B

1.2.

How to write your response1. Start with a summative comment.

This means give an overall comment about both writers and their attitudes.2. Make a point about a viewpoint from Source A3. Include a quotation from A 4. Analyse the quotation – include method analysis5. Add a comparison word6. Make a point about a viewpoint from Source B7. Include a quotation from B 8. Analyse the quotation – include method analysis9. REPEAT

Model

In Source A, the father accepts his son growing up. He claims that “you can’t hoard time” and “it’s ok” that the son is “blasting ahead” so quickly. Specifically, the negative connotations of the word “hoard” suggest that it is both unwise and impossible to prevent time from passing and keep children as children. This is reinforced by the simple, factual statement “and it’s ok”. Differently, the mother in Source B is unwilling to accept that her son has grown up and feels their relationship has changed. She describes him as “lost” and is “rather unwilling to own him” now he is grown up. Importantly, describing him metaphorically as “lost” hints that she feels that she doesn’t know him anymore; she hasn’t really lost him, but the little boy that she desires. Also, the possessive word “own” reveals her attitude towards her son – she feels as though he should belong to her rather than be his own person.

Your turnUse the same sources printed to practise Q2Q4- 16 marks – 20 minutesCompare how the writers convey their attitudes to prison and the prisoners within them.

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Here is a summary of the two English Language Papers.Make sure that you know the differences and the timings.

English Language Paper 1 Explorations in Creative Reading and Writing

Section A – Reading

Q1 List four things – 5 minutes

Q2 How does the writer’s use of language…? – 10 minutes

Q3 How does the writer use structure…? - 10 minutes

Q4 To what extent do you agree …? - 20+ minutes

Section B – Writing

Q5 Descriptive/narrative writing – 45 minutes

Plan – 5/10 minutes

Write - 30 minutes

Check – 5 minutes

English Language Paper 2 Writers’ Viewpoints and Perspectives

Section A Reading

Q1 True/False statements - 5 minutes Shade in the correct boxes

Q2 Write a summary – 10 minutes Connect the sources

Q3 How does the writer use language …? - 15 minutes

Q4 Compare different perspectives/viewpoints – 20 minutes

Section B Writing

Q5 Write about your own views – 45 minutes

Could be a speech, letter, essay, text of a leaflet, article

Plan – 5/10 minutes

Write - 30 minutes

Check – 5 minutes