SUBJECT: ENGLISH LANGUAGE Lang... · 2020-03-13 · English Language Paper 1: Descriptive writing based on an image. Question 5 Remember, you are writing a description suggested by

SUBJECT: ENGLISH LANGUAGE

EXAM BOARD: AQA COURSE CODE: 8700

We have broken down the GCSE English Literature specification/programme of study in to a number of important areas. Collectively, we have called these TOPICS. It is important for you to become

familiar with the TOPICS for ALL your GCSE subjects.

TOPIC NUMBER TOPIC TOPIC

NUMBER TOPIC

1 Language Paper 1 Reading Section Summary 10 Language Paper 2 Question 2

2 Language Paper 1 Question 1 11 Language Paper 2 Question 3

3 Language Paper 1 Question 2 12 Language Paper 2 Question 4

4 Language Paper 1 Question 3 13 Language Paper 2 Question 5: Writing to Argue

5 Language Paper 1 Question 4 14 Language Paper 2 Question 5: Writing to Persuade

6 Language Paper 1 Question 5: Description based on Image 15 Language Paper 2 Question 5:

Writing to Explain

7 Language Paper 1 Question 5: Narrative based on Prompt 16 Language Paper 2 Question 5:

Writing to Instruct / Advise

8 Language Paper 2 Reading Section Summary 17 Punctuation

9 Language Paper 2 Question 1

TOPIC NUMBER: 1 English Language

Paper 1: Explorations in Creative Reading and Writing. Summary of the READING SECTION.

EXAM TIPS: QUESTION 1: Retrieval -Underline the key words in question -Draw a box around the specific lines on the actual text – only get your answers from this section - Write about 4 different things – one for each A-D. - Write the answer in a simple sentence -1 mark per correct answer QUESTION 2: Language -This question assesses HOW LANGUAGE is used. Use SMEARSOAP (your teacher will explain this to you if needed). -Use terminology ie. noun, complex sentence, verb, metaphor, verb phrase, adjective, adverb, simile, alliteration etc. -Select relevant quotations to support your points – zoom in on individual words to lengthen your analysis. - You have to identify techniques, explain them and what is inferred and then analyse the effect the writer was intending to create. QUESTION 3: Structure -This question assesses HOW the whole text has been structured – that means exploring the journey the reader is taken on: how it starts, how it ends, where changes or shifts occur, where perspective or focus changes -Are there any patterns / repetitions / links / dialogue / change in narration style? -Begin with the opening lines/ paragraph- who or what does the writer focus on and for what reason? Use the bullet points from the question to help you to structure your response. QUESTION 4: Evaluation -You have to make a personal judgement straight away, first line – always look to agree with the statement. -Write about your own ideas and your own interpretations of the text -Only focus on specific part of text -Keep referring back to the statement in the question Use IQDAD (your teacher will explain this to you if needed).

EXAM QUESTIONS READING SECTION 1.List four things you learn about… [4 marks] [5 minutes] 2.Read again lines ….to…….How does the writer use language here to…..?

You should comment on: -interesting words and phrases -language features and techniques -sentence forms [8 marks] [10 minutes] 3. STRUCTURE Now refer to the whole of the source. How has the writer structured the text to interest you as a reader? You should comment on: - what the writing focuses our attention on at the beginning of the extract -how and why this changes as the extract develops -any other structural features that interest you [8 marks] [10 minutes] 4: EVALUATION Focus this part of your answer on lines….. A student, having read this extract, said……….. To what extent do you agree? [20 marks] [25 minutes]

INTRODUCTION

Paper 1 English Language 50% of English Language GCSE 80 Marks for the whole paper [1 Hour 45 Minutes]

KEY WORDS

Language Refers to the words used by the writer

Structure

Refers to how a text is put together

Evaluation The making a judgement about the amount, number, or value of something.

Effect The way in which the writer’s choices make the reader think or feel.

FURTHER LINKS Mr Bruff: You Tube Paper 1 https://www.youtube.com/watch?v=M8Q_sc2mkeY

https://www.bbc.co.uk/bitesize/examspecs/zcbchv4



TRS SP TOPIC NUMBER: 2 English Language

Paper 1: Explorations in Creative Reading and Writing. Question 1.

EXAM TIPS:

Underline the key words in question

Draw a box around the specific lines on the actual

text – only get your answers from this section

Write about 4 different things – one for each A-D.

Write the answer in a simple sentence ie “He had wild eyes.”

Never write one word answers

1 mark per correct answer

SUCCESS CHECKLIST

When reading the text, ask yourself: Am I in the right paragraph? Have I selected 4 different answers? Remind yourself that you don’t need anything other than the information.

EXAM QUESTION

1. List four things you learn about… [4 marks] [4-5 minutes] This question tests you on Assessment Objective 1: -Read and understand the text -Identify and interpret implicit and explicit information -Retrieve correct information

STRETCH and CHALLENGE

TIP:

Don’t over complicate this question.

Remember to write your answers in a simple sentence.

Make sure you get 4/4.

If the question asks you about the subject, use the name that it is called in your response along with your chosen information. e.g

A. Charlie has ‘brown eyes’ B. Charlie has a ‘blue jumper’ on etc… C. The table is ‘old’ D. The table was brought at an ‘antique shop’

INTRODUCTION

Paper 1 English Language. Section A: Reading You will be given one fiction text to read. This questions asks you to select 4 pieces of information about a character or an object. You will be told which paragraph this is and this information must only come from that section. This question is to test your ability to retrieve information.

KEY WORDS

Identify Select/pick out

Interpret Explain the meaning of the text

Implicit Meaning below the surface of the text

Explicit Meaning stated clearly

FURTHER LINKS

Mr Bruff: You Tube https://www.youtube.com/watch?v=M8Q_sc2mkeY


Paper 1: Explorations in Creative Reading and Writing. Question 2

EXAM TIPS:

This question assesses HOW LANGUAGE is used – that means words, phrases, language features, language techniques, sentence forms.

Use terminology ie. noun, complex sentence, verb, metaphor, verb phrase etc. If you get stuck, use ‘the word’ or ‘the phrase’.

Select relevant quotations to support your points – zoom in on individual words.

You have to identify techniques, explain them and what is inferred and then analyse the effect the writer was intending to create.

Pick out 2 or 3 interesting uses of language. Better answer discuss language at depth.

Use ‘additionally’, ‘alternatively’ or ‘also’ to add interpretations/effects

Example Sentence Starters:

The writer uses..(term).. to show..(meaning).. this

suggests that..(infer)..creating the effect of..(effect on reader/ intention of writer)..

This is effective because... Perhaps the writer wanted to... The noun … gives the impression that … The writer has done this to demonstrate … From this I can infer that … The phrase … indicates …

Grade 4 A grade 4 answer will make several clear points, backed up with quotations and then comment on the effect of the language device.

Grade 5 A grade 5 answer will cover everything a level 4 answer covers but it will also probe the effect of the device rather than just saying one simple point.

EXAM QUESTION Question 2: Read again lines … to ... How does the writer use language here to ……? You should comment on:

interesting words and phrases language features and techniques sentence forms

[8 marks] [12 minutes] This question tests you on Assessment Objective 2: - Read and understand the text - Explain, comment on and analyse how writer uses language to achieve effects and to influence the reader - Use subject terminology and quotations to support their views

STRETCH and CHALLENGE This question is out of 8. To achieve 7 or 8 marks:

- Look at the nuances of language

- Include a judicious (expertly chosen) range of quotations: eg The adjective “exposed” and the noun “force” evoke the idea of vulnerability…

- Consider a phrase or idea from 2 angles and link these with more words/phrases from the rest of the text

SMEARSOAP Simile Metaphor Exaggeration (hyperbole) Alliteration Repetition Senses Onomatopoeia Adjectives and adverbs Personification

INTRODUCTION Paper 1 English Language. Section A: Reading This question assesses your ability to comment on the writer’s use of language and to explore the effects of the language choices made.

KEY WORDS

Analyse Examine in detail

Verb

A word used to describe an ACTION, STATE, OR OCCURRENCE.

Noun A word (other than a pronoun) used to identify any of a class of people, places, or things

Adverb A word used to modify a verb, an adjective, or another adverb and often used to show degree, manner, place, or time. (HINT- look for ly words)

Adjective A describing word

Pronoun A word that takes the place of a noun. Metaphor Comparing one thing with another, without

using as or like. Simile Comparing one thing with another using as or

like

Hyperbole

Exaggeration

Alliteration

Repetition of the same letter or sound of words next to each, or words close to each.

Personification

The attribution of a personal nature or human characteristics to something non-human

Plus: Pathetic fallacy Assonance Sibilance Zoomorphism


Paper 1: Explorations in Creative Reading and Writing. Question 3

EXAM TIPS:

This question assesses HOW the whole text has been structured – that means exploring the journey the reader is taken on: how it starts, how it ends, where changes or shifts occur, where perspective or focus changes

Are there any patterns / repetitions / links / dialogue / change in narration style / shifts of focus?

BEGIN with the opening lines/ paragraph- who or what does the writer focus on and for what reason?

Use the bullet points from the question to help you to structure your response.

What to look for when analysing structure:

The beginning of the text

The end of the text

Is the text written in chronological order?

Are there flashbacks, anecdotes or memories

recounted?

Is the text written in first or third person? WHY do we hear the story from this perspective and WHAT is the EFFECT?

Paragraphs – are they structured a certain way on purpose? What effect does this achieve within the text?

Sentence structure: does the writer use complex sentences? What is the effect? How does this link to overall meaning?

Does the pace change? If so, why? How can you tell?

Always link to the ‘why’ question and what is the effect of the structural feature – this will enhance your response.

EXAM QUESTIONS

Question 3: STRUCTURE

Now refer to the whole of the source. How has the writer structured the text to interest you as a reader? You should comment on: • what the writing focuses our attention on at the beginning of the extract • how and why this changes as the extract develops • any other structural features that interest you [8 marks] [12 minutes] This question tests you on Assessment Objective 2: - Read and understand the text - Explain, comment on and analyse how writer uses structural techniques to achieve effects and to influence the reader - Use subject terminology and quotations to support their views STRETCH and CHALLENGE This question is out of 8. To achieve 7 or 8 marks:

Refer to a judicious (expertly chosen) range of

structural devices. Are there alternative perspectives? Be sure to keep thinking through authorial purpose

Grade 4

A grade 4 answer will make several clear points, supported with quotations and then comment on the effect of the structural features.

Grade 5 A grade 5 answer will cover everything a grade 4 answer covers but it will also probe the effect of the feature rather and make links with the structure features to the ideas of the text.

INTRODUCTION: Paper 1 English Language. Section A: Reading You will be given one fiction text to read. This question tests your ability to see text as a construct; created and ordered for narrative effect.

KEY WORDS

Structure How a text is put together

Chronological

Recounting events in the order they happened

Flashback A scene set in a time earlier than the main story

Dialogue Conversation in a text

Shift A movement or change in focus

FURTHER LINKS Mr Bruff: You Tube https://www.youtube.com/watch?v=M8Q_sc2mkeY


https://www.youtube.com/watch?v=M8Q_sc2mkeY




Paper 1: Explorations in Creative Reading and Writing. Question 4.

EXAM TIPS:

Look to agree with the statement either fully or partially

Write about your own ideas and your own interpretations of the text

Only focus on specific part of text stated in the question

Keep referring to the statement in the question – do NOT add any additional information eg historical context

Make language and structural comments (Q2 and

Q3)

Evaluate the success of what the writer has achieved

Explain and analyse the effects of the writer’s choices

Select relevant quotations to support your points

Remember that you need to discuss the methods – devices that have been used in the particular part you are considering in your response to the statement

How to Approach the Question: BEFORE YOU ANSWER THE QUESTION:

Underline the focus of the evaluate bullet. Specifically the part you feel you agree with the most.

Underline FOUR or FIVE sentences/phrases in the

extract which relate to the focus of the evaluate bullet and support your point/s.

Write the method being used next to each sentence or phrase (you can then refer to this in your response – remember this is NOT for you to spot the method, merely to show the examiner you know the terminology).

EXAM QUESTIONS 1. Question 4: Evaluation Focus this part of your answer on lines….. A student, having read this extract, said……….. To what extent do you agree? [20 marks] [25 minutes]

This question tests you on Assessment Objective 4: Evaluate texts critically Support your points with appropriate textual

references

STRETCH and CHALLENGE This question is out of 20. The highest level for this question is: ‘Perceptive, detailed evaluation’ [16-20 marks]

Look at the nuances of language Discuss in detail the EFFECTS on the READER - you.

How do the writer’s choices make the reader think and/or feel?

Include a judicious (expertly chosen) range of quotations.

Makes links with ideas presented in the text as this allows you to create perceptive points

Grade 4

A grade 4 answer will make several clear points, supported with quotations and then comment on the effect of structure and language devices. It will also comment on how far the student agrees with the student statement.

Grade 5 A grade 5 answer will cover everything a grade 4 answer covers but it will also probe the effect of language and structural features rather than just saying one simple point. This level will refer back to the student’s statement and be clear with what they think, starting to evaluate and craft a decent response.

INTRODUCTION Paper 1 English Language. Section A: Reading You will be given one fiction text to read. This question asks you to respond to and evaluate a statement about a section of the passage. You must give an opinion on the statement given about the fiction text.

KEY WORDS

Evaluate To JUDGE or DETERMINE the significance, worth, or quality of; assess

Methods Language/structural techniques used by the writer


Critical Using careful judgement

FURTHER LINKS Mr Bruff: You Tube https://www.youtube.com/watch?v=M8Q_sc2mkeY





Paper 1: Descriptive writing based on an image. Question 5

EXAM TIPS: Remember, you are writing a description suggested by the picture- you could use the image as a starting point rather than describing everything you see. Spelling, punctuation and grammar is key. Leave enough time to check your writing at the end. Use a full range of senses in your writing and include some narrative if you like. Divide the image up into sections then zoom in on a specific detail Try to avoid overused descriptions eg. ‘as small as a mouse’. Choose varied and interesting vocabulary. Avoid basic word choices such as ‘nice’. Use more powerful alternatives for these commonly used words (see synonyms.) Vary your sentence structures: use a range of simple, complex and compound sentences. Vary the starts of your sentences; for example, start with an adverb: ‘furiously, the wind ripped through the trees’. Start with a verb; ‘melting, the ice sparkled’.

KEY FACTS TO MEMORISE

Descriptive writing is about SHOWING rather than TELLING.

Include the senses but avoid repetitive sentences which begin ‘I could hear/ I could see’.

You are marked on your ability to write clearly, effectively and imaginatively.

Spelling, punctuation and grammar makes up 20% of your mark. You need to show that you can use a variety of punctuation with control and effect.

You need to structure you writing into paragraphs. Use a new paragraph when there is a change of characters, setting, topic, or if you are moving forward or back in time.

EXAM QUESTIONS Write a description as suggested by this picture. Write a description of a busy train station, as suggested by this picture.

Write a description of a fishing harbour as suggested by this picture.


Create an atmosphere in your writing. For example, personifying the weather to make it appear violent and angry. Focus on a more unusual detail from the picture rather than choosing an obvious feature to describe. To get the highest marks, you need to use structure for effect. This could be a clever use of punctuation and variety of sentence lengths/ paragraph lengths to create a deliberate effect. Beginning and ending the same, using a flashback… Short sentences can help build up pace and can draw attention to details. Make sure you include a range of sentence lengths. Must use higher level vocabulary but this must be used with control – not just thrown in to make it sound ‘clever’.

INTRODUCTION English Language Paper 1 question 5 requires you to write a description based on an image OR a narrative based on a prompt. You are advised to spend around 45 minutes on this question. The most successful approaches taken for this question uses the image as a springboard into students’ imaginations. Where can you go with it?

KEY WORDS

Sensory description Descriptions linked to the senses- what sounds, smells and sights might you link to this image?

Figurative language

This is used to make a piece of writing more powerful and goes beyond the literal meaning. Examples Include: Similes, metaphors, personification…

Cohesive A cohesive piece of writing is easy to follow and set out in a logical order.

Imagery You can create imagery through sensory descriptions and the use of figurative language. Imagery allows the reader to clearly visualise what you are describing.

Structure The structure of a text is how it is put together. This also includes paragraphing.

Perspective The perspective is the viewpoint you are writing from. To make your writing more interesting, try writing from a more unusual perspective.

Synonym A synonym is a different word with the same meaning. You should try and use a range of synonyms to show a varied vocabulary. For example ‘beaming’ instead of ‘happy’.

FURTHER LINKS

BBC Bitesize ‘Descriptive Language’ (Good for vocabulary and word choices) https://www.youtube.com/watch?v=iaEJ-HVpl9g Paper 1 question 5 guidance

https://www.youtube.com/watch?v=iaEJ-HVpl9g


Paper 1: Writing a narrative based on a prompt. Question 5

EXAM TIPS: Paper 1 Section B will offer 2 creative writing tasks- either descriptive or narrative. Choose only one. Question 5 will be topical to the reading section of the exam. Just because you have chosen the narrative question doesn’t me you should forget to use linguistic devices, description and ambitious vocabulary. You could structure your writing in chronological order or use flashbacks. Ensure that this is clearly signalled to the reader. Use clear and linked paragraphs effectively. Don’t use colloquial (informal) language.

KEY FACTS TO MEMORISE You can get up to 24 marks for what you write (AO5) and 16 marks for technical accuracy (AO6). AO5 will assess your use of:

Ambitious vocabulary Linguistic devices Clear sequencing of ideas Paragraphs Effective discourse markers to link ideas.

AO6 will assess your use of:

Accurate spelling Learn homophones for example: “there”, “they’re”

and “their”. Accurate and varied punctuation Varied sentence types for clarity, purpose and effect.

EXAM QUESTIONS

1. Write the opening of a story about a place that is severely affected by the weather.

2. Write a short story that begins with the sentence: ‘it was a disaster, I didn’t know what to do.'

3. Write the opening of a story about a time you have felt isolated and alone.

4. Write a short story based around friendship

5. Write a description about a person who has made a strong impression on you.

6. Write a story which begins with the sentence: ‘it all seemed so calm, so peaceful and so safe.’


Whilst planning, consider the narrative triangle: Exposition, rising action, climax, falling action, and denouement. More sophisticated punctuation : ; … used correctly will allow you to score higher on AO6

Must have higher level vocabulary and complex ideas, including a motif. The narrative could just be one simple every day event.

INTRODUCTION English Language Paper 1 question 5 requires you to write a short story based on a prompt OR a description based on an image. You are advised to spend around 45 minutes on this question.

KEY WORDS

Structure The structure of a text is how it is put together. This also includes paragraphing.

Ambitious Vocabulary

Using a range of language, including more effective word choices.

Narrative Triangle

An outline of the structure you can use when planning your writing. (See stretch).

Linguistic devices These are used to make a piece of writing more powerful. Examples Include: Similes, metaphors, personification…

Perspective The perspective is the viewpoint you are writing from. To make your writing more interesting, try writing from a more unusual perspective.

Sensory Language Descriptions linked to the senses- what sounds, smells and sights might you link to this image?

Discourse markers Used to link sentences and paragraphs. Connects a piece of writing.

FURTHER LINKS https://www.bbc.com/bitesize/guides/zc4sk7h/revision/2 Use of ambitious vocabulary

https://www.bbc.com/bitesize/guides/zc4sk7h/revision/2

TOPIC NUMBER: 8 TOPIC: English Language

Paper 2: Writers’ viewpoints and perspectives. Summary of the READING Section.

EXAM TIPS: Question 1: Box the lines that you have been directed to Read each statement If you find evidence for a statement, underline it Choose a maximum of 4 answers Double check your answers Question 2: Summary Underline the focus of the summary Underline examples from each source which relate to the focus of the summary Find three points of comparison Use Point/Quotation/Inference Use connectives DO NOT comment on language or structure Question 3: Language Underline the key focus of the question Box the lines Underline examples in the source that relate to the key focus of the question which is language (like paper 1 q2) Annotate your example using key subject terminology Link back to the focus of the question Consider the EFFECT Question 4: Comparison Underline the focus of the comparison in the question Underline phrases/sentences which presents each writer’s perspective in relation to the focus Write the method being used next to each sentence/phrase

EXAM QUESTION Question 1: Choose four statements which are true. [4 marks] [5 minutes] Question 2: You need to refer to Source A and Source B in this question. Use details from both sources to write a summary of... [8 marks][8 minutes] Question 3: LANGUAGE Now refer only to source… lines…. how has the writer used language to…? [12 marks] [12 minutes] Question 4:

COMPARING PERSPECTIVES Now refer only to source… lines…. Compare how the writers convey their different perspectives on… [16 marks] [20 minutes]

INTRODUCTION This paper is about writers’ viewpoints and perspectives. You will be given two non-fiction articles to compare. One text will be from the 19th Century and the other will be modern, but they will be linked by theme.

KEY WORDS

Inference Reading between the lines/making best guesses based on the evidence available.

Summarise

Bringing the main points or ideas of both texts together in a concise (short) answer.

Analysis Breaking a text down to explore how it has been put together (eg. Language and structural features) and the effect the writer intended to create.

Comparison Explore the similarities or differences between two texts.

Perspective The writer’s attitude or viewpoint on a topic. Essentially, how the writer feels about the topic.

Viewpoint A person’s opinion or how they feel about a topic/issue

FURTHER LINKS

Mr Bruff You Tube: Paper 2 https://www.youtube.com/watch?v=wtgpdXbSUPQ


https://www.youtube.com/watch?v=wtgpdXbSUPQ




Paper 2: Writers’ viewpoints and perspectives. Question 1.

EXAM TIPS:

Box the lines that you have been directed to.

Read each statement slowly and carefully.

Underline the evidence in the text.

Shade only FOUR (true statements) circles in the boxes – OTHERWISE YOU WILL RECEIVE NO MARKS!

The statements will be in the order that they appear in the text

Double check your answers

When Reading the Texts:

Read each source carefully.

If you don’t understand it, the first time you read it, then read it again.

Think about what you learn from the Source and

about how the writer is conveying this information.

Think about the writer’s feelings.

EXAM QUESTIONS Question 1: Choose four statements which are true. [4 marks] [5 minutes] This question tests you Assessment Objective 1:

Identify and interpret explicit and implicit information and ideas.

Select and synthesise evidence from different texts.

STRETCH This question is out of 4 marks. TIP: Don’t overcomplicate this question. Make sure you read each statement CAREFULLY to achieve 4/4

INTRODUCTION This paper is about writers’ viewpoints and perspectives. You will be given two non-fiction articles to compare. This question is intended to provide a gateway for you into the exam, easing you into writing longer questions by assessing your understanding of both explicit and implicit ideas in the text, without the need for writing a response. The statements are intended to assess your ability to read carefully.

KEY WORDS


Interpret

Explain the meaning of the text



FURTHER LINKS

Mr Bruff: You Tube https://www.youtube.com/watch?v=M8Q_sc2mkeY



EXAM TIPS:

Inference is key in this question Underline the focus of the summary

Underline examples from the text which relate to the

focus of the summary Use POINT, QUOTE, INFERENCE CONNECTIVE

POINT, QUOTE, INFERENCE to structure your response, if needed.

Improving the detailed explanation of a small number of inferences is more beneficial than making a larger number of less precise inferences.

SUCCESS CHECKLIST:

I understand how to relate my answer to the focus of the question.

I remember that I need to make three comparisons.

I can make perceptive inferences about both texts.

I understand that I need to INFER in this question, NOT analyse language.

Grade 4

A grade 4 answer will make several clear summary points, supported with quotations and will draw some inference from the text.

Grade 5 A grade 5 answer will cover everything a grade 4 answer covers but it will also summarise the main events well with clear and developed inference.

EXAM QUESTION Question 2: You need to refer to Source A and Source B in this question. Use details from both sources to write a summary of the different.... [8 marks] [10 minutes] This question tests you Assessment Objective 1: • Identify and interpret explicit and implicit information

and ideas. • Select and synthesise evidence from different texts.

STRETCH and CHALLENGE This question is out of 8 marks. The highest mark for this question is: Perceptive, Summary. 7-8 Marks. To achieve 7-8/8:

Read the text carefully.

Think carefully about the writer’s intentions. This will help you make PERCEPTIVE inferences.

INTRODUCTION This paper is about writers’ viewpoints and perspectives. You will be given two non-fiction articles to compare. This question addresses the first assessment objective and assesses your skill both in interpreting the implied meanings of texts and in synthesising ideas and evidence. These two key skills are weighted equally within the mark scheme. The focus of the question varies and could invite you to engage with an abstract focus (such as the behaviour of school children in November 2017), or it could involve a more concrete aspect of the text (such as the activities of the boys in June 2017).

KEY WORDS


Interpret Explain the meaning of the text



Perceptive Having or showing sensitive understanding

Inference Reading between the lines; making a best guess

FURTHER LINKS Mr Bruff: You Tube https://www.youtube.com/watch?v=wJf5MGLEoiQ AQA Language Revision guide

https://www.youtube.com/watch?v=wJf5MGLEoiQ



EXAM TIPS:

This question assesses how language is used – that means words, phrases, language features, language techniques, sentence forms.

Use terminology i.e. noun, complex sentence, verb, metaphor, verb phrase etc. If you get stuck, use ‘the word’ or ‘the phrase’.

Select relevant quotations to support your points –

zoom in on individual words.

You have to identify techniques, explain them and what is inferred and then analyse the effect the writer was intending to create.

Use the word writer, or their name and the word reader in your answer.

Pick out 3 or 4 interesting uses of language

Remember to use SMEARSOAP

Focus on specific, contextualised responses rather than

generic or generalised comment

Exploring the ‘big ideas’ in texts supports students in reaching the higher levels.

Example Sentence Starters

• The writer uses… (term)... to show...(meaning)... this suggests

that...(infer)…creating the effect of...(effect on reader/ intention of writer)...

• This is effective because... • Perhaps the writer wanted to... • The noun … gives the impression that… • The writer has done this to demonstrate… • From this I can infer that… • The phrase… indicates…

STRETCH and CHALLENGE This question is out of 8. To achieve 7 or 8 marks: - Look at the nuances of language - Include a judicious (expertly chosen) range of quotations. Consider connotations and how they link to authorial purpose

EXAM QUESTIONS Question 3: Read again lines … to ... How does the writer use language here to ……? You should comment on: • interesting words and phrases • language features and techniques • sentence forms [12 marks] [15 minutes] This question tests you on Assessment Objective 2:

- Read and understand the text

- Explain, comment on and analyse how writer uses language to achieve effects and to influence the reader

- Use subject terminology and quotations to support

their views

Grade 4 A grade 4 answer will make several clear points, supported with quotations and then comment on the effect of the language devices.

Grade 5 A grade 5 answer will cover everything a grade 4 answer covers but it will also probe the effect of the devices, considering connotations and impact on the extract and the reader.

INTRODUCTION This paper is about writers’ viewpoints and perspectives. You will be given two non-fiction articles to compare. This question invites you to respond to the language choices of the writer in describing the chosen topic.

KEY WORDS


Verb

A word used to describe an ACTION, STATE, OR OCCURRENCE.

Noun A word (other than a pronoun) used to identify any of a class of people, places, or things

Adverb A word used to modify a verb, an adjective, or another adverb and often used to show degree, manner, place, or time. (HINT- look for ly words)

Adjective A describing word

Pronoun A word that takes the place of a noun.

Metaphor Comparing one thing with another, without using as or like.

Simile Comparing one thing with another using as or like

Hyperbole Exaggeration

Alliteration

Repetition of the same letter or sound of words next to each, or words close to each.

Personification

The attribution of a personal nature or human characteristics to something non-human

SMEARSOAP



EXAM TIPS:

Question 4 is not about content but about the writer’s stance in relation to that content.

Students should show understanding of the text as a construct: this means you need to talk about the WRITER and their choice of method (devices).

Comparative structure of the question is equally important to how writers convey their perspectives.

It is not about how the reader reacts BUT about how the writer conveys their viewpoint – what are the writers saying? How are they presenting their thoughts?

Compare like with like… Source A with Source B

How to approach the exam question:

Read the question carefully. Underline the focus of the comparison.

Read the texts carefully. Find three sentences from each text which show the writer’s viewpoint.

Annotate the sentence with the method (technique) used by the writer.

Look at the language used when you feel that they are stating a point (agree/disagree to the topic) you are looking for how they feel and you need to explain how you know this.

Punctuation also helps with intonation (the tone of the piece of writing).

Sentence Starters In Source A, the writer’s view of… is… In Source B, the writer’s view of… is … The writer of source A uses… The writer’s use of…reveals their attitude/perspective/view… This can be seen in the quotation… This is exemplified by the word/phrase… This helps to reveal the writer’s attitude… This emphasises the writer’s feeling of…

EXAM QUESTIONS Question 4: COMPARING PERSPECTIVES Now refer only to source… lines… Compare how the writers convey their different perspectives on… [16 marks] [20 minutes] This question tests you on Assessment Objective Three:

Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

STRETCH and CHALLENGE This question out of 16 marks. To achieve 13-16 marks:

Select a range of judiciously (expertly) chosen evidence from across the text to make connections with.

Read the text carefully: make sure you understand each writer’s viewpoint. Ask yourself: does the writer’s viewpoint change as the text progresses? If so, where is the evidence?

Analyse the writer’s methods (techniques/devices) in detail.

Grade 4 A grade 4 answer will make several clear points, supported with quotations and then comment on the effect of structure and language devices in a comparative way.

Grade 5 A grade 5 answer will cover everything a grade 4 answer covers but it will also probe the effect of language and structural features rather than just making one simple point. This level will compare writer’s intentions and methods.

INTRODUCTION This paper is about writers’ viewpoints and perspectives. You will be given two non-fiction articles to compare. This question invited students to engage with the writers’ feelings and perspectives on their chosen content.

KEY WORDS

Methods Language and/or structural techniques used by the writer

Perspective Point of view

Convey Show

Comparison Discussing the similarities/differences

Perceptive

Showing deep insight

Analyse

Examine in detail

FURTHER LINKS Mr Bruff: You Tube https://www.youtube.com/results?search_query=Mr+Bruff+English+Language+paper+2+question+4

TOPIC NUMBER: 13

English Language Paper 2: Writers’ viewpoints and perspectives.

Question 5: WRITING TO ARGUE.

EXAM TIPS: Writing to Argue A written argument is not the same as a verbal argument with a friend – which is often full of passion and you say strongly what you think. When you write to argue, your audience are strangers not friends. This means a more formal, fair and well-structured approach is likely to work best. Show that you recognise that opposing views exist. Counter these views tactfully in order to show why you feel that your own view is the more worthy one to hold. Show you understand the genre conventions of the form - that is, the format - in which you are asked to write (e.g. an article, a letter, a speech, essay, leaflet). Find common ground - an endpoint upon which all would agree. Show consideration of but counter with politeness and tact your opponent's views. Use effective argumentative techniques - that is, use rhetorical devices. Ensure your views unfold logically and persuasively - that is, create a logical structure for your argument.

SUCCESS CHECKLIST: Am I using paragraphs? Within those paragraphs have I made a number of

interesting points and linked them together well? Have I used a range interesting features to structure

my piece of work? Have I used my ambitious vocabulary whilst keeping

it appropriate? Have I used appropriate linguistic features and not

overdone? Am I sticking to the purpose right the way through

and not slipping into something else? Am I writing this in the right tone of voice for my

reader?

EXAM QUESTIONS Example exam question: WRITING TO ARGUE ‘These days, there is no point in travelling to see the world: we can see it all on TV or on the Internet.’ Write an article for a broadsheet newspaper in which you argue for or against this statement. This question will test you on two Assessment Objectives: AO5: CONTENT AND ORGANISATION [24 MARKS]

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.

A06: TECHNICAL ACCURACY [16 MARKS] Use a range of vocabulary and sentence structures

for clarity, purpose and effect, with accurate spelling and punctuation.

STRETCH and CHALLENGE AO5: To achieve 19-24/24 “CONVINCING/COMPELLING” CHECKLIST: Content -My register is convincing and compelling for audience -I confidently match my writing to purpose -I use extensive and ambitious vocabulary -I confidently use language devices Organisation -I use varied and inventive structural features -My writing is compelling, incorporating a range of convincing and complex ideas -My paragraphs are fluently linked with seamlessly integrated discourse markers

INTRODUCTION Section B of the exam is writing. You will be asked to write a non-fiction text. You will be asked to write one of the following text types: a letter, an article (newspaper/magazine), a leaflet, a speech, a diary entry, a report or an essay. Make sure you

are familiar with all forms.

KEY WORDS

Alliteration A group of words beginning with the same consonant sound

Simile

Comparing two things using as or like

Personification Giving inanimate objects human qualities

Anaphora Repeating the same word or phrase at the beginning of clauses or sentences

Metaphor Comparing two things without using as or like

Rhetorical question

Asking a question to make the audience or reader think

Oxymoron Two words of opposite meaning together

Hyperbole

Exaggeration for emphasis or effect

Emotive Language

Specific words that connect to the readers emotions

FURTHER LINKS YOUTUBE MR BRUFF PAPER 2 QUESTION 5 https://www.youtube.com/watch?v=8bhpgRzrs64

TOPIC NUMBER: 14


Question 5: WRITING TO PERSUADE.

EXAM TIPS: PERSUASIVE WRITING is defined as presenting reasons and examples to influence action or thought. Use rhetorical devices which appeal to reason and emotion. For example: APINEFORREST: anecdote, personal pronoun, imperative, noting the negatives, expert evidence, facts, opinions, repetition, rhetorical questions, emotive language, statistics, rule of three / triples

SUCCESS CHECKLIST

Am I using paragraphs? Within those paragraphs have I made a number of

interesting points and linked them together well? Have I used a range interesting features to structure

my piece of work? Have I used my ambitious vocabulary whilst keeping

it appropriate? Have I used appropriate linguistic features and not

overdone? Am I sticking to the purpose right the way through

and not slipping into something else? Am I writing this in the right tone of voice for my

reader? Are you using the right form? Article, speech, leaflet,

letter, essay?

EXAM QUESTION “Every council should be expected to provide decent, high-quality services to support and care for homeless people in their area”. Write an article for a local newspaper in which you persuade its readers to support your opinion on this statement. This question will test you on two Assessment Objectives: AO5: CONTENT AND ORGANISATION [24 MARKS] • 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. A06: TECHNICAL ACCURACY [16 MARKS] • Use a range of vocabulary and sentence structures for clarity, purpose.

STRETCH and CHALLENGE AO5: To achieve 19-24/24 “CONVINCING/COMPELLING” CHECKLIST: Content -My register is convincing and compelling for audience -I confidently match my writing to purpose -I use extensive and ambitious vocabulary -I confidently use language devices Organisation -I use varied and inventive structural features -My writing is compelling, incorporating a range of convincing and complex ideas -My paragraphs are fluently linked with seamlessly integrated discourse markers.

INTRODUCTION Section B of the exam is the WRITING. You will be asked to write a non-fiction text. You will be asked to write one of the following text types: a letter, an article, a leaflet, a speech or an essay.

KEY WORDS


Simile

Comparing two things using as or like



Metaphor Comparing two things without using as or like

Rhetorical question



Hyperbole


FURTHER LINKS

YOUTUBE MR BRUFF PAPER 2 QUESTION 5 https://www.youtube.com/watch?v=8bhpgRzrs6

TOPIC NUMBER: 15


Question 5: WRITING TO EXPLAIN.

EXAM TIPS: Writing to Explain: To explain means to make clear, show the meaning or to account for. When you explain, you don't just write information - you also need to give reasons. What? When? Who? Where? Why? How?

SUCCESS CHECKLIST

Am I using paragraphs?

Within those paragraphs have I made a number of interesting points and linked them together well?

Have I used a range interesting features to structure my piece of work?

Have I used my ambitious vocabulary whilst keeping it appropriate?

Have I used appropriate linguistic features and not overdone?

Am I sticking to the purpose right the way through and not slipping into something else?

Am I writing this in the right tone of voice for my reader ?

Are you using the right form? Article, letter, essay,

leaflet, speech? r?

EXAM QUESTIONS “Regardless of their crimes or misdemeanours, children in prison still deserves love, care and support. They are currently not receiving this”. Write the text for a speech to be delivered to a local Prison Governor in which you explain your opinion on this statement. This question will test you on two Assessment Objectives: AO5: CONTENT AND ORGANISATION [24 MARKS] • 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. A06: TECHNICAL ACCURACY [16 MARKS] • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.



KEY WORDS




Rhetorical question



Hyperbole


FURTHER LINKS

YOUTUBE MR BRUFF PAPER 2 QUESTION 5 https://www.youtube.com/watch?v=8bhpgRzrs64

TOPIC NUMBER: 16

English Language Paper 2: Writers’ viewpoints and perspectives. Question 5: WRITING TO INSTRUCT/ADVISE.

EXAM TIPS: Writing to Instruct/Advise: Writing to instruct/advise can be defined as giving the reader guidance or recommendations. Make it clear that the problem you are advising on is current, real, relevant and worthy of consideration. Explain the problem to show why it's happening. Make suggestions that are genuinely achievable and helpful. Address the reader directly as 'you' and use the 'inclusive "we.” Give reasons why the advice is worth taking or what the consequences could be.

SUCCESS CHECKLIST

Am I using paragraphs?

Within those paragraphs have I made a number of interesting points and linked them together well?

Have I used a range interesting features to structure my piece of work?

Have I used my ambitious vocabulary whilst keeping it appropriate?

Have I used appropriate linguistic features and not overdone?

Am I sticking to the purpose right the way through and not slipping into something else?

Am I writing this in the right tone of voice for my reader?

Are you using the right form? Article, letter, essay, leaflet, speech?

EXAM QUESTIONS “While public transport is by far the safest method of transport, all passengers should be ready for a disaster”. Write the text for a leaflet to be distributed on board trains that seeks to instruct passengers how to conduct themselves in an emergency situation. This question will test you on two Assessment Objectives: AO5: CONTENT AND ORGANISATION [24 MARKS] • 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. A06: TECHNICAL ACCURACY [16 MARKS] • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.



KEY WORDS


Rhetorical Question

A question designed to make the audience or reader think.

Allusion Short, informal reference to a famous person or event.

Epistrophe Repetition at the end of a group of clauses or sentences

FURTHER LINKS YOUTUBE MR BRUFF PAPER 2 QUESTION 5 https://www.youtube.com/watch?v=8bhpgRzrs64

TOPIC NUMBER: 17 Use accurate punctuation for clarity, purpose and effect. All questions!

EXAM TIPS: Proofreading your work is key. Checking through your writing in your head allows you to determine if it is cohesive. Avoid over using exclamation marks, this is not appropriate for formal writing. Be careful not to overuse commas or use commas in place of a full stop.

KEY FACTS TO MEMORISE A comma splice is a mistake where two independent clauses are joined with a comma. You could instead use a connective or a full stop. Apostrophes are used to show possession (something belongs to someone) ‘the man’s hat’. Another use of apostrophes is to show omission. This is where we miss out letters to shorten words: Do not= don’t You should not use an apostrophe for plurals or simply because a word ends in ‘s’, this is a common mistake. A rhetorical question can represent shock or disbelief. Again, avoid overusing this as it will lose its impact.

EXAMPLES Examples of colons in sentences:

I have several favourite genres of films: horror, science fiction and mystery.

This was first said by Shakespeare: “To thine own self be

true”. Examples of semi-colons in sentences:

We made too many mistakes; we lost the game.

I have a big test tomorrow; I can’t go out tonight. Examples of commas in sentences:

Wordsworth, the famous poet, was a lover of nature.

I bought a bag of apples, some oranges and a pear.

Example of an ellipsis in a sentence: I know I saw my keys somewhere...

Example of brackets in a sentence:

William Shakespeare (a playwright) died in 1616.

STRETCH and CHALLENGE To get the highest marks, you need to use structure for effect. This could be a clever use of punctuation and variety of sentence lengths/ paragraph lengths to create a deliberate effect. In order to be awarded the top marks for technical accuracy, you must include a ‘wide range of punctuation’ with a ‘high level of accuracy.’ Try creating various effects with punctuation. A long sentence separated with commas can create a feeling of ‘breathlessness’ and panic. Short sentences can help create suspense.

INTRODUCTION Paper 1 and Paper 2 are worth 40 marks each. 16 of those marks are awarded for technical accuracy. This includes using accurate punctuation for clarity, purpose and effect.

KEY WORDS

Comma , Signals the reader to pause whilst reader. Also separates items in a list.

Semi- colon

; Indicates a pause, usually between two main clauses which is longer than that indicated by a comma.

Exclamation mark

! Used to show shock or surprise. Can also add emphasis.

Ellipsis … Used to represent missing words or a pause. Can also be used to create suspense.

Brackets ( ) Used to add extra information or description.

Apostrophes ’ Used to show possession or omission

Clause A group of related words containing a subject and a verb.

FURTHER LINKS https://www.bbc.com/bitesize/guides/zcghcwx/revision/2 Effective and accurate use of punctuation https://www.youtube.com/watch?v=Fmot1t_g5lw AO6 Technical accuracy- apostrophes masterclass

https://www.bbc.com/bitesize/guides/zcghcwx/revision/2

https://www.youtube.com/watch?v=Fmot1t_g5lw

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