exam dates and...

Exam dates and support• Students prepare for two qualifications:

•GCSE English Language•GCSE English Literature

There are no tiers – everyone sits the same examinations.There are 2 exam papers for Literature and 2 for Language.

There will be exam warm ups before every exam

Shakespeare and Sherlock – 15th May 1.50 start Warm Up 12.30pm S9An Inspector Calls and Poetry – 23rd May 9am start Warm up 8.15am S9

Language Paper 1 – 4th June 9am start Warm Up 8.15am S9Language Paper 2 – 7th June 9am start Warm Up 8.15am S9

ENGLISH LITERATURE:

PAPER 1 PAPER 240% 60%1hr 45 mins 2 hrs 15 mins2 x essays 3 x essays

Shakespeare and 19th C. Novel Macbeth OR Romeo and Juliet

And

The Sign of the Four – Sherlock Holmes

British Drama and Poetry since 1789An Inspector Calls

And

Conflict and Power Poetry (studied in class)

And

Unseen Poetry Comparison

First:Read the question – identify the focus – is it good or bad?BULLET POINT – LANG ANALYSIS FOCUS 1 – 5 X PEE 25MINS5 FIRSTmins reading and annotating extract – find between 1 – 5 decent quotations to analyse SECOND BULLET POINT – DISCUSSION ESSAY –KNOWLEDGE OF THE REST OF THE PLAY 30MINSPLAN – FIND 1 – 3 POINTS IN THE PLAY TO TALK ABOUTDEVELOP IDEAS USING DISCUSSION ESSAY FORMAT

LITERATURE PAPER 1: SHAKESPEARE –

CLOSE LANGUAGE ANALYSIS + DISCUSSION ESSAY

FIRST BULLET POINT QUESTIONThis is testing your ability to analyse Shakespearian Language, Form and StructureKeep your points simpleUse a decent sized quotation – at least half a line longUnderline the key words and techniques you are going to discuss in your explainEXPLAIN – The use of metaphor ‘mini quote’ suggests…..

Silver Bullets for the Question: A few points with a detailed analysis/ discussion will gain more marks

than lots of points briefly covered Don’t forget to identify techniques in the first bullet point Don’t forget to refer to a specific part of the play in part B – this will be

your evidence.

Imagery and LanguageAlliteration - the repeating of initial sounds (harsh/ gentle sounds or making us say the words quickly or slowly – link to an emotion)Metaphor - comparing two things by saying one is the other. Simile - comparing two things saying one is like or as the other. Personification - giving something non-human human qualities. Onomatopoeia - words that sound like the thing they describe. Repetition - does the writer repeat words or phrases? Hyperbole – extreme exaggeration Connotation - associations that words have Structure – start and end of extract/ punctuation/ line breaks/ words on the end of the line Form – rhythm, rhyme, repetition Emotive Language – Language with emotions attached Contrast – ideas or words that are the opposite/ conflict with one another Context – what does this reveal about the time in which the play was written?Themes MACBETH – Witchcraft – Good and Evil/ Chain of Being/ Role of Women/ God and Divine Punishment/ Fate and Free WillROMEO AND JULIET – Love/ Role of Women/ Relationships between parents and children/ Violence and Feuds

Question Example

SECOND BULLET POINT QUESTION 1 -3 x PEDTHIS IS TESTING YOUR KNOWLEDGE OF THE REST OF THE PLAY. USE THE FOLOWING DISCUSSION POINTS AS A TICK LIST OF THINGS TO THINK ABOUT TO SHOW YOUR UNDERSTANDING – YOU DON’T HAVE TO DO ALL OF THEM.POINT/ EVIDENCE/ EXPLAIN - DISCUSS• Make your point ‘ Macbeth is deceptive’• Refer to a specific part in the play ‘ we see this when ….• Discuss why it is SIGNIFICANT/ IMPORTANT ‘this is significant because…’• Discuss any LINKS ‘this links to/ is different from….’• Discuss THEMES ‘ this links to the theme of ________ and reveals….• Discuss CONTEXT ‘this reveals that people in Shakespeare’s time thought….’• Discuss the AUIDENCE’S feelings ‘ the audience is shocked/ appalled by…’• Discuss what WRITER was trying to do ‘this shows that Shakespeare wanted

to….’• Try and use some quotations but they do not need to be used all the time or

particularly accurate.

First:Read the question – identify the focus – is it good or bad?FIRST BULLET POINT – LANG ANALYSIS FOCUS 25MINS5 mins reading and annotating extract – find between 1 – 5 decent quotations to analyse 1 –5 X PEESECOND BULLET POINT – DISCUSSION ESSAY –KNOWLEDGE OF THE REST OF THE NOVEL 30MINSPLAN – FIND 1 – 3 POINTS IN THE PLAY TO TALK ABOUTDEVELOP IDEAS USING DISCUSSION ESSAY FORMAT

LITERATURE PAPER 1: 19th CENTURY NOVEL –

CLOSE LANGUAGE ANALYSIS + DISCUSSION ESSAY

FIRST BULLET POINT QUESTIONThis is testing your ability to analyse 19TH century Language, and StructureKeep your points simpleUse a decent sized quotation – at least half a line longUnderline the key words and techniques you are going to discuss in your explainEXPLAIN – The use of metaphor ‘mini quote’ suggests…..



your evidence.

Imagery and LanguageAlliteration - the repeating of initial sounds (harsh/ gentle sounds or making us say the words quickly or slowly – link to an emotion)Metaphor - comparing two things by saying one is the other. Simile - comparing two things saying one is like or as the other. Personification - giving something non-human human qualities. Onomatopoeia - words that sound like the thing they describe. Repetition - does the writer repeat words or phrases? Hyperbole – extreme exaggeration Connotation - associations that words have Structure – start and end of extract/ punctuation/ motifs/ narrator/ presentation of setting/ presentation of character/ shifts in location Emotive Language – Language with emotions attached Contrast – ideas or words that are the opposite/ conflict with one another Context – what does this reveal about the time in which the novel was written?Themes: Crime and punishment/ Presentation of foreignness/ Empire/ Role of women/ Friendship/ Love/ The Police

Question Example

SECOND BULLET POINT QUESTION 1 -3 x PEDTHIS IS TESTING YOUR KNOWLEDGE OF THE REST OF THE PLAY. USE THE FOLOWING DISCUSSION POINTS AS A TICK LIST OF THINGS TO THINK ABOUT TO SHOW YOUR UNDERSTANDING – YOU DON’T HAVE TO DO ALL OF THEM.POINT/ EVIDENCE/ EXPLAIN - DISCUSS• Make your point ‘ Sherlock Holmes is a brilliant detective’• Refer to a specific part in the novel ‘ we see this when ….• Discuss why it is SIGNIFICANT/ IMPORTANT ‘this is significant because…’• Discuss any LINKS ‘this links to/ is different from….’• Discuss THEMES ‘ this links to the theme of ________ and reveals….• Discuss CONTEXT ‘this reveals that people in the 19th century thought….’• Discuss the AUIDENCE’S feelings ‘ the reader is shocked/ appalled by…’• Discuss what WRITER was trying to do ‘this shows that Conan-Doyle wanted

to….’• Try and use some quotations but they do not need to be used all the time or

particularly accurate.

First:DO THE QUESTION ON CHRACTER!!!Read the question – identify the CHARACTER – ARE THEY GOOD OR BAD? Find 1 – 5 points in the play that show reveal your characterDISCUSSION ESSAY –KNOWLEDGE OF THE REST OF THE NOVELPOINT/ EVIDENCE/ EXPLAIN/ DISCUSS

LITERATURE PAPER 2: AN INSPECTOR CALLS DISCUSSION ESSAY FORMAT

PLANNINGComing up with your POINTS• What is the character like at the start?• What are their views/ how does Priestley present them?• How do they treat Eva and why – compare to other characters• What are they like at the end of the play? Do they change?• How are they punished? If at all and why?



your evidence.

DISCUSSION ESSAY FORMAT 1 -5 x PEDTHIS IS TESTING YOUR KNOWLEDGE OF THE PLAY. USE THE FOLOWING DISCUSSION POINTS AS A TICK LIST OF THINGS TO THINK ABOUT TO SHOW YOUR UNDERSTANDING – YOU DON’T HAVE TO DO ALL OF THEM.POINT/ EVIDENCE/ EXPLAIN – DISCUSS

Make your point ‘Mr Birling is set up as a blind fool’Refer to a specific part in the play ‘ we see this when ….Try and use a quotation Discuss why it is SIGNIFICANT/ IMPORTANT ‘this is significant because…’Discuss any LINKS ‘this links to/ is different from….’Discuss THEMES ‘ this links to the theme of ________ and reveals…. Discuss CONTEXT ‘this reveals that people in the 1912/ 1945 thought….’Discuss the AUIDENCE’S feelings ‘ the reader is shocked/ appalled by…’Discuss what WRITER was trying to do ‘this shows that Priestley wanted to….’Try and use some quotations but they do not need to be used all the time or particularly accurate.

Question Example

Mrs Birling is presented as unlikeable due her treatment of Eva. She is insulted that Eva calls herself ‘Mrs Birling’ which she naturally does as she is carrying Eric’s child. She calls her impertinent and is outraged that a girl of ‘that class’ would pretend to be someone as grand and powerful as she. This is significant because it reveals how important Mrs Birling thinks she is and also her uncaring nature. She knows that Eva is pregnant and desperate yet she is too offended by Eva’s lack of respect to think of her and her child’s desperate situation. This links to Mr. Birling’s treatment of Eva where he calls her a ’wretched girl’ and doesn’t care that the women have only asked for a small increase to their wages so that they are able to pay their rent etc. This represents how useless the charities were in 1912 and how uncaring and judgemental they also were meaning that the poor would only be helped if they were ‘deserving cases’. This links to the theme of community which is the most important message of the play. Priestley believes that we should all contribute to helping everyone in society and presents the wealthy as uncaring and cruel to make his point clearer. The audience is appalled by Mrs Birling’s treatment of Eva and the fact that she refuses to help Eva just because she used her name though Mrs Birling says it is because she is lying. MrsBirling becomes quite angry with the Inspector and arrogantly says that ‘she is not ashamed’ and that she ‘did her duty’. This shows that 1912 was a very tough time for the poor and only had ‘charities’ to help and they couldn’t be relied upon.

First:Read the question – identify the focus – is it good or bad?FIRST BULLET POINT – LANG ANALYSIS FOCUS 5 mins reading and annotating extract – find between 1 – 5 decent quotations to analyse1 – 5 X PEEC LANGUAGE/ FORM/ STRUCTURE/ MESSAGE OF THE POEMFIND POWERFUL QUOTATIONS, ANALYSE AND COMPARE WITH ONE OTHER POEM FROM MEMORY

LITERATURE PAPER 2: POETRY ANTHOLOGY –

CLOSE LANGUAGE ANALYSIS + COMPARISON

Planning This is testing your ability to analyse Language, Form and Structure and then COMPARE POINT Keep your points simpleEVIDENCE Use a decent sized quotation – at least half a line longUnderline the key words and techniques you are going to discuss in your explainEXPLAIN – The use of metaphor ‘mini quote’ suggests…..COMPARE – Quick comparison with another poem: this is similar/ differs to…

Silver Bullets for the Question:• DON’T FOREGT TO COMPARE• DON’T FORGET TO DISCUSS STRUCTURE AND FORM• USE MINI QUOTES AND IDENTIFY TECHNIQUES• YOU DO NOT NEED TO REMEMBER QUOTATIONS FOR THE POEM FROM

MEMORY

Imagery and LanguageAlliteration - the repeating of initial sounds (harsh/ gentle sounds or making us say the words quickly or slowly – link to an emotion)Assonance – long or short vowel sounds to speed up/ slow down poemMetaphor - comparing two things by saying one is the other. Simile - comparing two things saying one is like or as the other. Personification - giving something non-human human qualities. Onomatopoeia - words that sound like the thing they describe. Repetition - does the writer repeat words or phrases? Hyperbole – extreme exaggeration Connotation - associations that words have Structure – start and end of extract/ punctuation/ enjambment/ words on the end of the line/ title of the poem/ Caesura Form – rhythm, rhyme, repetition Emotive Language – Language with emotions attached Contrast – ideas or words that are the opposite/ conflict with one another Context – what does this reveal about the time in which the poem was written?Themes: Conflict/ Descriptions of battle/ Descriptions of Soldiers/ Grief/ Internal conflict/ Power of Nature/ Power of rulers

Question Example

REVISING KEY POEMS:• 75% of your essay should be focused on the poem you are given• Focus your revision on the following poems:• POWER – Oyzmandias/ London• CONFLICT – Charge of the Light Brigade/ Remains• NATURE – Exposure/ Storm on the Island

• Make notes on the following areas:• STRUCTURE• FORM• LANGUAGE• MESSAGE OF THE POEM• MOST POWERFUL LINE

• When analysing we are looking for the EFFECT – why has it been used? What does it reveal about the character/ setting/ theme/ message

First:• BOTH POEMS WILL BE EASY TO UNDERSTAND AS YOU HAVEN’T

STUDIED THEM BEFORE• READ THE 1ST POEM TWICE ANNOTATING AS YOU GO• QUESTION IS SPLIT INTO 2 • PART A – 24 MARKS – ANALYSIS OF ONE POEM (30MINS)• 1-4 X PEE• PART B – 8 MARKS – COMPARISON OF METHODS USED IN BOTH POEMS

(15MINS)• 1- 2 PEEC

LITERATURE PAPER 2: UNSEEN POETRY –

CLOSE LANGUAGE ANALYSIS + COMPARISON 45MINS

1ST POEMPlanning This is testing your ability to analyse Language, Form and Structure POINT Keep your points simple – IS THE FOCUS GOOD OR BAD?EVIDENCE Use a decent sized quotation – at least half a line longUnderline the key words and techniques you are going to discuss in your explainEXPLAIN – The use of metaphor ‘mini quote’ suggests…..

• YOU SHOULD SPEND AT LEAST 25 MINS ON ANALYSING AND WRITING YOUR ESSAY.

• IDENTFY TECHNIQUES• USE MINI QUOTES• TRY AND ANALYSE THE EFFECTS OF A FEW STRUCTURAL TECHNIQUES• TRY AND ANALYSE THE EFFECTS OF A FEW FORM TECHNIUES

Silver Bullets for the Question:• DON’T FOREGT TO COMPARE• DON’T FORGET TO DISCUSS STRUCTURE AND FORM• USE MINI QUOTES AND IDENTIFY TECHNIQUES• YOU DO NOT NEED TO REMEMBER QUOTATIONS FOR THE POEM FROM

MEMORY

Imagery and LanguageAlliteration - the repeating of initial sounds (harsh/ gentle sounds or making us say the words quickly or slowly – link to an emotion)Assonance – long or short vowel sounds to speed up/ slow down poemMetaphor - comparing two things by saying one is the other. Simile - comparing two things saying one is like or as the other. Personification - giving something non-human human qualities.Onomatopoeia - words that sound like the thing they describe. Repetition - does the writer repeat words or phrases? Hyperbole – extreme exaggeration Connotation - associations that words have Structure – start and end of extract/ punctuation/ enjambment/ words on the end of the line/ title of the poem/ Caesura Form – rhythm, rhyme, repetition Emotive Language – Language with emotions attached Contrast – ideas or words that are the opposite/ conflict with one another

Question Example

2ND POEMFOCUS IS ON COMPARING METHODS/ TECHNIQUES USED• WHAT ARE THE POETS’ ATTITUDES – THEIR THOUGHTS AND FEELINGS ON THE

SUBJECT OF THE POEM (BOTH POEMS WILL BE ABOUT SIMILAR THINGS)• LOOK TO COMPARE LANGUAGE/ STRUCTURE/ FORM• PEEC • The speaker in the first poem thinks that autumn is like…. ‘QUOTATION’ The use

of simile ‘quotation’ suggests blah ……This is the same/ different to the second poem as they think spring is like… ‘QUOTATION’ HOWEVER, they use metaphors to blah

• The second question is tricky:• YOU HAVE TO: COMPARE POEMS/ SELECT Qs/ ANALYSE THE METHODS/

COMPARE THE METHODS• ONE OR 2 PEEC WILL BE FINE• TAKE THE TIME TO PROCESS BOTH POEMS

How to revise for English Literature :

Paper 1 50% Paper 2 50%

Section A: Reading

1 unseen literature fiction text

Section B: Writing

Descriptive or narrative writing

Total exam time: 1 hour and 45 minutes

Section A: Reading

1 non-fiction and 1 literary non-fiction

text

Section B: Writing

Writing to present a viewpoint

Total exam time: 1 hour and 45 minutes

All exams will be at the end of Year 11. You will also sit an English Literature GCSE.

AQA GCSE English Language

‘Walk-Through’ Mock Practice: Language

• Students are guided through questions and texts, model answers and planning; they then attempt to answer each question and section of the exam.

• We follow this up with a Mock that they have not seen before.

First:Read the question – underline the focus (is it good or bad in the extract)Read the small extract - Underline 3 decent sized quotations that you can discussAim for 1 – 3 x PEE

Paper 1, Reading Section : Question 2 10mins

Language Analysis

ANSWER FORMAT• POINT : The writer uses __Technique__• EVIDENCE: “Decent quotation”• EXPLAIN: The use of __‘mini Q’__ suggests…..

Silver Bullets for the Question: Underline 3 decent quotes Underline the words you are going to use in the explain If you don’t know what a word or phrase suggests – LEAVE IT

OUT Link your analysis to an emotion – This makes us shocked… Spend 10 minutes on this question – it is only worth 10% of the

paper.

Imagery and LanguageAlliteration - the repeating of initial sounds (harsh/ gentle sounds or making us say the words quickly or slowly – link to an emotion)

Metaphor - comparing two things by saying one is the other.

Simile - comparing two things saying one is like or as the other.

Personification - giving something non-human human qualities.

Onomatopoeia - words that sound like the thing they describe.

Repetition - does the writer repeat words or phrases?

Hyperbole – extreme exaggeration

Connotation - associations that words have

Ambiguity - is the word or phrase deliberately unclear? Could it mean opposite things or many different things?

Sarcasm/ Humour – watch for these as they totally change the message of the extract

Emotive Language – Language with emotions attached

Contrast – ideas or words that are the opposite/ conflict with one another

Question Example

Example ResponseThe writer uses ALLITERATION“He collected green glass shards and broken brown bottle necks” The use of ‘GREEN GLASS SHARDS’ creates a harsh sound and suggests that the environment is broken and harsh too. The use of ‘SHARDS’ suggests everything is pointed and sharp and is dangerous. The use of ‘BROKEN BROWN BOTTLE NECKS’. The use of ‘broken brown bottle necks’ also uses a harsh sound which is repeated. This suggests that the writer wants us to understand how harsh and dangerous the setting is.

FirstRead the Question and Identify key techniques from the WHOLE extractFOUCES: SETTING/ CHARACTERS/ TIME SEQUENCES AND SHIFTS/ THE NARRATORAim for 1 – 3 x PEEANSWER FORMATPOINT : The writer uses __Technique__EVIDENCE: “quick Quote to prove’EXPLAIN: WHAT IS THE EFFECT ON: CHARACTER, SETTING, THE READER FROM USING THESE TECHNIQUES?


Structural Analysis – How is the story told?

Types of NarratorLimited 3rd person External narrator with knowledge of one character’s feelings (he). Omniscient 3rd person External narrator- knowledge of more than one character’s feelings (he).1st person Told from a character’s perspective (I).2nd person Directed to the reader (you).Unreliable narrator When the perspective offered makes us question the narrator’s credibility.Narrative StylesLinear Events are told chronologically. Non-Linear Events are not told chronologically.Dual Told from multiple perspectives.Cyclical Ends the same way it begins. Explaining the Extract. Introducing An idea or character is first shown.Focusing Our attention is aimed somewhere.Building When an idea/tension is increased.Developing An earlier point is extended. Changing A shift is created for an event/idea.Concluding Ideas/ events are drawn to a close.

Silver Bullets for the Question: Find 3 techniques and comment on how they interest the reader

– link to an EMOTION Use the KEY VOCABULARY Link your analysis to an emotion – This makes us shocked… Spend 10 minutes on this question – it is only worth 10% of the

paper.

STRUCTURAL TECHNIQUESAtmosphere The mode or tone set by the writer.Climax The most intense or decisive point.Dialogue The lines spoken by characters.Exposition The start where ideas are initiated.Flashback (Analepsis) Presents past events.Flash-forward (Prolepsis) Presents future events.Foreshadowing Hints what is to come(can mislead).Motif A recurring element in a story. Resolution The answer or solution to conflict. Setting A geographical/historical moment.Spotlight Emphasis is placed on something. Shift A switch or change of focus.Tension The feeling of emotional strain.

Question Example

Key Vocabulary – what is the effect of these ..

* changes from a big focus to a small focus* narrowing in or zooming out* shifts of time / shifts of topic / shifts of person / shifts of place* sudden introductions or changes or gradual introductions or changes* flashbacks or flash-forwards* foreshadowing* shifts in narrative position* external actions of characters or internal thoughts of characters* shifting point of view* developments or repetitions* circular (cyclical) structures or linear narrative

First:Read the question – underline the focus To what extent do you agree = HOW MUCH DO YOU AGREE THAT……Read from the lines stated and find reasons why you DO agree- Look for a couple that don’tAim for 1 – 5 x PEE


Reading Comprehension + Argument + Language Analysis

ANSWER FORMATPOINT : One reason Rosabel has a right to be angry is when …EVIDENCE: “Decent quotation”EXPLAIN: The use of technique ‘mini Q’ suggests…..

Silver Bullets for the Question: Find and list reasons why the focus does happen (POINT) Use quotations to support your argument/ reasons (Proves

you’ve read it) Identify a technique and comment on how that technique/ word

supports what you are saying (proves you can infer things from the language used)

Spend 20 minutes on this question – it is worth 225% of the paper.













Question Example

Example ResponseRosabel wanted to fling the hat in the girl’s face after she models it for her “A sudden, ridiculous feeling of anger had seized Rosabel. She longed to throw the lovely, perishable thing in the girl's face, and bent over the hat, flushing.” The use of ‘ seized’ reveals that the anger has a tight hold of Rosabel and that it has been building up. She wants to ‘throw’ the hat in her face as she is angry that she’ll never have such a lovely thing nor will she ever be so carefree. She does acknowledge that her anger is ‘ridiculous’ as it isn’t the girl’s fault rather Rosabel is angry at her situation and lack of chance to change it.

First:Read the question – underline the focus – what topic are you being asked to compare DO NOT ANALYSE LANGUAGE – YOU ARE DEMONSTRATING THAT YOU HAVE READ THE TEXTS AND CAN COMPARE WHAT THEY ARE ABOUT 2 X PEE

Paper 2, Reading Section : Question 2 10 minsComparison Summary

ANSWER FORMAT• POINT : The writer uses __Technique__• EVIDENCE: “QUICK QUOTE TO PROVE YOU’VE READ IT ”• INFER: WHAT DOES THIS QUOTE REVEAL ABOUT THE TOPIC

Silver Bullets for the Question: Find 2 areas to compare Use quotations just to support what you are saying Infer – what is being reveal about the topic…is it positive/

negative? Spend 10 minutes on this question – it is only worth 10% of the

paper.

Key Steps for SummarisingAsk yourself what the main focus/idea of the text isWhat do you think might be in the text based on the main ideas explored. Identify implicit information. Avoid explicit things (5Ws)Use the PEI structurePoint – make a point about the sourcesEvidence- provide relevant evidence to support points made Inference- what is suggested or implied? What are you made to realise or appreciate about the ideas explored?

Question Example

Example ResponseIn the first extract, the children are polite ‘Each child we passed said ‘Hello,’ brightly’ This shows that the children happy and welcoming and probably enjoy being at school. However, in the second extract, the children don’t want to go to school ‘eve of a great outbreak of some kind or another, ready for anything but work .’This reveals that the children fight at school and probably do not enjoy coming to school.

First:Read the question – underline the focus (is it good or bad in the extract)Read the small extract - Underline 3 decent sized quotations that you can discussAim for 1 – 3 x PEE


Language Analysis

ANSWER FORMAT• POINT : The writer uses __Technique__• EVIDENCE: “Decent quotation”• EXPLAIN: The use of __‘mini Q’__ suggests…..

Silver Bullets for the Question: Underline 3 decent quotes Underline the words you are going to use in the explain If you don’t know what a word or phrase suggests – LEAVE IT

OUT Link your analysis to an emotion – This makes us shocked… Spend 10 minutes on this question – it is only worth 10% of the

paper.













Question Example

Example ResponseThe writer uses ALLITERATION“He collected green glass shards and broken brown bottle necks” The use of ‘GREEN GLASS SHARDS’ creates a harsh sound and suggests that the environment is broken and harsh too. The use of ‘SHARDS’ suggests everything is pointed and sharp and is dangerous. The use of ‘BROKEN BROWN BOTTLE NECKS’. The use of ‘broken brown bottle necks’ also uses a harsh sound which is repeated. This suggests that the writer wants us to understand how harsh and dangerous the setting is.

First:Read the question – underline 2 emotions/ opinions of each writer on the topicUse F.E.L.T – the focus is on THE WRITER’S THOUGHTS AND FEELINGS –THEN ANALYSE THE LANGUAGE – THEN COMPAREAim for 1 – 3 x PEEC


Writers’ Opinions + Language Analysis

F.E.L.T. then compare• POINT (feeling) : The writer thinks/ feels _emotion/ opinion__• EVIDENCE: “Decent quotation”• EXPLAIN( Lang Tech) : The use of __TECHNIQUE ‘mini Q’__

suggests…..• COMPARE: HOWEVER/ SIMILARLY, in the other text, the writer

feels..

Silver Bullets for the Question: Find 2 emotions and/or opinions on each text (POINT) Use quotations to support Underline key words to analyse in your explain Identify any techniques – use mini quotes Spend 15 minutes on this question – it is only worth 20% of the paper.













Question Example

Example ResponseThe writer in Source A is horrified by the location “a grim and forbidding wasteland of derelict buildings and piles of rubble, surrounded by half-demolished houses which seemed to grow upwards like great red jagged teeth from blackened gums.” The use of ‘grim and forbidding wasteland’ suggests that the environment is frightening and forgotten ‘wasteland’ that it is empty and a lonely place. This idea is built on by ‘derelict buildings’ which suggest it has been abandoned and ‘half demolished houses’. The use of ‘surrounded’ implies that there is no escape from this place. The use of the simile ‘red jagged teeth and blackened gums’ suggest something dangerous ‘red jagged teeth’ and diseased and rotten ‘blackened gums’.Similarly the second writer is shocked by the school “it was a dismal scene . . . nothing but squalid dirt and idleness – the lanes leading to the school were full of men, women and children: shouting, gossiping, swearing, and laughing in a most discordant manner.” The use of emotive language ‘dismal’ suggests…

What do students need to do?We expect our students to be able to:

• Extract relevant information from texts to help answer questions; to use skimming and scanning to read a text quickly.

• Use quotations effectively and follow these up.• Understand why a writer has used a certain word and what it suggests e.g. ‘I skipped to

work’ suggests they are feeling happy. • Take time to read and understand the questions – rushing will lose marks. • Write in paragraphs complete with correct spelling, punctuation, grammar, capital

letters – not using basic skills will lose marks (and proof-read).• Have a secure knowledge of any texts they have read in classes since Year 10:

Shakespeare, 19th C novel, modern text and Poetry Cluster (15 poems).• Make the most of opportunities available to them e.g. revision sessions, morning

intervention sessions, Easter revision, pre-exam revision session.• Start the revision and preparation NOW!

How to revise for English Language:

exam dates and...

Documents