Using Commas Correctly (A06 Skills)

The comma is a punctuation mark, which separates phrases within one sentence, allowing ease in reading by providing slight pauses.

A comma can alter meanings.
1. Sarah said her son can eat chocolate.
2. Sarah, said her son, can eat chocolate.

While we may infer that Sarah is permitting her son to eat a treat in the first one, the second sentence implies that her son is humorously saying that Saraha eats too much chocolate.

The meaning rested in the comma.


Commas can add clarity:
A comma can allow writers to distinguish non-essential information from sentences.

We will, eventually, find a cure.
The incision of the adverb of time (‘eventually’) can be removed without a loss of meaning.

Michelle Obama, the famous lawyer and writer as well as the first lady, was the guest of honour.
Detailing the professional background of Michelle Obama can also be removed.

I saw a man walking in the street.  The man, who wore coarse brown shoes with sporadic holes, went into a bookstore.
The relative clause from, ‘who…’ is not necessary as the writer includes it for characterisation.




Add a comma after phrase that adds detail about the events:

1. Ultimately, we will find a cure.

2. For my first magic trick, I will make this pound disappear.

Placing a comma after details at the beginning of sentences is important for clarity, imagination and coherence.

Here are three ways to embed detailed opening phrases:

Adverbial phrases of place and place – Beside the building, parallel to, beneath a, high in the sky… in due course without the moment, as hours passed like seconds, scarcely, usually.

Adverbial phrases of the manner of actions and attitudes towards ideas – hurriedly, in a sombre manner, without hesitation… luckily, interestingly, Amapparently, moreover, on the other hand.


If the introductory phrase is the subject of the sentence that is imminently followed by the verb, a comma is not necessary. See below:

Out of the trees flew a flock of birds; Walking directly toward her was her boss.


Commas must be placed after a subordinate clause only if it is placed at the beginning of the sentence:

Due to the rain shooting against the windows like buckshot, we were obliged to remain at home.
We were obliged to remain at home due to the rain shooting against the windows like buckshot.

Having already finished his dinner prior to his younger sisters reaching the dinner table, he remained keen eyed in hope for dessert.

While sleeping, he admired her soft eyes.

Receiving his instructions, his took a slight gasp of joy and his eyes widened with wild determination.

How to approach unseen poetry #englishliterature

Poetry is a dense explosion of one’s feelings and emotions… by analysing a poem, you find subtle words that create meanings:

To get top marks in English Literature 8702/2, you need to make sense and analyse poems…

How to Make Sense of Unseen Poetry

Step 1: The poem’s title gives you clues about the themes of the poem.

1. Task: find the keywords in the question e.g. In ‘To a Daughter Leaving Home’, how does the poet present the speaker’s feelings about her daughter?
2. Make predictions about the speaker’s feelings:

• Parent’s usually feel attached/affectionate towards children.
• Some parents may be distant due to family conflict.

Step 2: From the title, what might the speaker be feeling?

1. Title: ‘when I taught you’
   1. Using specific language choices (nouns, metaphors etc)
   2. Using a short/long line to show their attachment.
   3. Using structural techniques (e.g. Repetition, internal rhyme)

Step 3: Plan your analysis:

1. Task: circle words, phrases and punctuation marks that reveal the poet’s feelings in rest of the poem?
2. Quickly write down next to the poem, your impression of their feelings.
3. Annotate the most powerful quotes that helped create your impression.
4. 1. To annotate, go to the quotation and zoom into the specific word/phrase.
   2. Label the word/phrase with the terminology.
   3. Draw an arrow out from the word/phrase and say what it makes you feel or imagine.
   4. Draw arrow out from this and then say what you learn about the feelings in the poem.

Time for Writing

Step 1: find the language and structure techniques that the poet usually uses in order to present their feeling.

1. 1. Distance – verbs “waving goodbye”, “waiting”.
   2. Attachment – personal language, past tense verb, short subordinate clause – ‘when I taught you‘.

Now…Write your analysis.

Model of two paragraphs:

• From the very opening, the poet uses past tense verbs and personal language in order to expose the parent’s sense of attachment towards their daughter as he or she recalls raising their child. In the title, the past tense clause, “when I taught you” embeds the past tense verb ‘taught’ which indicates that the speaker is a parent, who has raised the daughter and is looking back on their memories. Moreover, the personal pronouns ‘I’ and ‘you’ creates ideas of a personal, direct relationship, which indices that the parent was the sole provider for the child – someone who raised the child single-handedly and cared for her. Building on this, the opening line is particularly short and it is a subordinated clause, which may indicate that the writer feels incomplete without their daughter; like a subordinated clause, he depends on his daughter.
• As the poem progresses, the poet embeds verbs in order to expose the parent’s sudden sense of loss as he or she “wait[s]” for their child, who he or she “wav[es]goodbye” to. Firstly, the verb ‘wait’ is linked to ideas of person, who is eager to be presented with something or someone important but respects their time in reaching while the verb ‘wave’ indicates that a person is parting from a loved on. Together, the verbs highlight how the parent is allowing the child to become distant, potentially so she can be independent, but the parent feels incomplete as he or she eagerly anticipates the return of their daughter. Reinforcing this portrayal is the last line of one noun ‘goodbye” with the caesura of a full stop. The abrupt ending may symbolise the inevitable end of the parenthood journey.

Thanks for reading 🙂

How to Approach English Language Paper 2 – Part 4 #Examskills

The fourth stage in Paper 2 of the English Language exams combines your comprehension, summaries and analysis of the texts so you can compare how language techniques are used differently by the writers of each text in order to convey each of their attitudes and perspectives towards an idea. 

• Attitudes are simply one’s long-lasting opinions towards something. Your attitude can influence you behaviour, thoughts and verbal/written expression.
• A perspective refers to one’s position/role and how this influences you attitude.

Question 4: Comparison skills of each writer’s portrayal of their attitudes, perspectives  through language techniques.

In Question 4, you should spend roughly 22-24 minutes as the maximum marks for this are 16.  The question expects you to analyse language and compare the three things: identify each writer’s differing attitude, their perspective, give evidence and zoom into specific techniques (metaphors) in the evidence that helps the writer convey their attitude.

For this question, you need to refer to the whole of Source A, together with Source B, the father’s letter to a family friend.

Compare how the two writers convey their different attitudes and perspectives to parenting and education.

In your answer, you could:

• Compare their different attitudes
• Compare the methods they use to convey their attitudes
• Support your ideas with references to both texts.

Top Tips

1. Read the question carefully: Underline that you need to focus on Source A and Source B.
2. Underline ‘how’ — remember to analyse both language and structure.
   • Be prepared to identify language techniques in your evidence and specific words:
     • Sentence types: minor, simple, compound, complex, compound-complex.
     • Lists, flipped syntax.
     • Figurative language: metaphor, personification, similes, pathetic fallacy.
     • Language for dramatic effect: hyperbole, short sentences, violent imagery, colour imagery… etc.
     • Sound imagery: alliteration,onomatopoeia, plosives, fricatives.
   • Be prepared to identify structure techniques in your evidence and specific words:
     • Repetition, position of sentences, the effect of paragraphing/lengths.
     • Circular/linear/chronological perspective.
     • The effects of narrative voice/shifts in perspective.
3. Underline the idea that you are looking for in the text.
   • E.g. Compare how the writers convey their different attitudes and perspectives towards outdoor activities.
     • Only focus on… the how (analysis),  their attitudes/perspectives towards outdoor activities.

 

How to Prepare for Question 4

1. Use your answer to Question 2 and 3 in order to develop your ideas.
   • Can you use your argument/evidence to start your Question 4?
     • You could begin your answer for Question 4 by analysing your evidence from Question 3.
2. Identify the sentence type/list of your main evidence then identify the language technique that is used in specific word within this. 
   • Let’s say the quotation is: “When we go on a trail walk, the dramatic belly of the bush comes to life and for a couple of hours we become part of the landscape.
     • This is a complex sentence.
     • In this, the metaphor “dramatic belly of the bush comes to life” — feel overwhelmed, taken by the outdoors.
     • Hyperbole “dramatic belly” — personify nature as a consuming, beautiful being.
     • In this, the adverbial of time “for a couple of hours” creates an image of them allowing them to immerse themselves in the outdoors for prolonged time, simply because they value it so much.

 

How to Structure Question 4 Answers

Here’s a little Step-By-Step that outlines the way that you could structure your answer for Question 4:

1. Address Source A by saying ‘the writer of Source A’ or their name.
2. State their perspective (what/who are they)
3. What language/structure technique do they use to present the idea?
4. Identify the long quotation
5. Zoom into a type of word in a “keyword” (identify its terminology)
6. Explain what you can see/experience through this word.
7. Contextualise this: so what do you learn about the idea through this word.
   • Moreover, explain which other word exaggerates this (identify its terminology)
8. Perspective (why might they convey such an attitude?
9. In contrast, what does Source B convey?
   • Follow 2-8 again.

Writing Frame

• The writer of Source B, who is a                      , uses a              [technique ]                   in order to highlight their sense of                         [towards the idea]                                 . This is particularly evidenced through the [sentence type] when                             “                                          ”. Zooming into the [word type] “                 ”, which links to ideas of                                           , it appears that the writer is                                              [link to idea]               . Being a [link to perspective], their [attitude/behaviour]                                                                       may be motivated by their duty to                       . Moreover, their perception of                             as being                             , to be cared for, is exaggerated by the [technique] “                                                         ”. Within this, the [word type] “               ” and [technique] “               ”, indicate that the writer wants to                       [link to question]. Through their [attitude], it appears that the writer (un/like modern society) values/dislikes [link to question]

• For your next paragraphs, focus on a different language technique.
  • E.g.
    • Paragraph 1: Focus on their different attitudes/views/opinions through their speech.
      • Pleased, eager, views something as an opportunity/waste of time
    • Paragraph 2: Focus on their contrasting attitudes through their actions.
      • Hesitant/fast-paced/impatient.
        • How might this link to their duty/pressures/responsibilities (link to perspective)
    • Paragraph 3: Focus on their differing use of language/structural techniques to convey their attitudes.
      • Complex sentences – long, chaotic, endless, overwhelmed/calm, soothing atmosphere.
      • Simple sentences – tense, prematurely cut short, abrupt, dramatic effect.
      • Emotive language Vs violent language.
      • Sound imagery (plosives like  drum-beat) Vs fricatives (slithering sound of something approaching, foreshadowing an event)
      • You get the gist, consider what the language/structural techniques indicate about the writer’s attitude towards the idea and how it will impact them.
•  

I hope this helps! 🙂 Do use the frame as a guide, fill in the gaps and adapt is as you feel it is necessary in your answers.

 

Stay tuned for top tips on how to approach question 5!

 

Thanks 🙂

How to Approach English Language Paper 2 – Part 3 #Examskills

The third stage in Paper 2 of the English Language exams is based on your analytical skills.

Analysis simply refers to a detailed examination something through a process of separating it into its minute/smaller elements that create it — you just need to closely zoom into the small language techniques that create certain impressions in the text.

Question 3: Analytical skills by examining the writer’s choice of language

In Question 3, you should spend roughly 12-15 minutes as the maximum marks for this are 12.  The question expects you to analyse language. For this, you must do three simple things: identify your argument about the text with evidence, use linguistic terminology, zoom into specific words in your evidence and clearly explain what these words indicate/make you envisage and experience.

Example question:

You now need to refer only to Source B, the letter by Henry written to his father.

How does the writer use language to try to influence his father?

Top Tips

1. Read the question carefully: Underline that you need to focus on Source A or Source B.
2. Underline ‘language’ — do NOT focus on structure or form.
   • Be prepared to identify language techniques in your evidence and specific words:
     • Sentence types: minor, simple, compound, complex, compound-complex.
     • Lists, flipped syntax.
     • Figurative language: metaphor, personification, similes, pathetic fallacy.
     • Language for dramatic effect: hyperbole, short sentences, violent imagery, colour imagery… etc.
     • Sound imagery: alliteration,onomatopoeia, plosives, fricatives.
3. Underline the idea that you are looking for in the text.
   • E.g. How does the writer use language to express their enthusiasm for outdoor activities.
     • Only focus on… the language, their enthusiasm for outdoor activities.

 

How to Prepare for Question 3

1. Use your answer to Question 2 in order to develop your ideas.
   • Can you use your argument/evidence to start your Question 3?
     • You could begin your answer for Question 3 by analysing your evidence from Question 2.
2. Identify the sentence type/list of your main evidence then identify the language technique that is used in specific word within this. 
   • Let’s say the quotation is: “When we go on a trail walk, the dramatic belly of the bush comes to life and for a couple of hours we become part of the landscape.
     • This is a complex sentence.
     • In this, the metaphor “dramatic belly of the bush comes to life” — feel overwhelmed, taken by the outdoors.
     • Hyperbole “dramatic belly” — personify nature as a consuming, beautiful being.
     • In this, the adverbial of time “for a couple of hours” creates an image of them allowing them to immerse themselves in the outdoors for prolonged time, simply because they value it so much.

 

How to Structure Question 3 Answers

Here’s a little Step-By-Step that outlines the way that you could structure your answer for Question 3:

1. State Source A by either saying their name or ‘the writer of Source A.
2. Identify one of the main language techniques (figurative/hyperbolic/sentence types…) that the writer uses.
3. State what the writer shows about the idea.
4. Give evidence that support your view.
5. Identify the sentence type of the evidence and say what it suggests.
6. Zoom into a specific word (identify its terminology) in the evidence (identify the sentence type).
   • Make sure the technique in the word or main evidence matches to the terminology that you mention in step 1.
7. Explain what this word suggest/makes you think of.
8. Moreover, explain another word that exaggerates your impression of the idea in the text.
9.  Through these language techniques, give an overview of what you are left with a sight of… so what can you learn about the writer/the idea?

Writing Frame

• The writer of Source B uses                   [language technique]         , in order to present [link to the question]                         as being                                                            . This is shown in the opening/middle/end when they describe/say/believe that “                                                                                                         ”  – this [sentence type] that they feel                                                                                       as                               . Zooming into the [direct word type (metaphor, noun)] “ ” in this [sentence type, list] “          “ ,the writer creates ideas of                                                 [about the idea in the question]                  . Moreover, the [word] “                                           ” exaggerates this as it generates further idea of                                                         . As a result, the writer immediately/gradually/finally creates a                   atmosphere, which immerses readers in their persuasive account/description/reasons of                                                  

 

• For your next paragraphs, focus on a different language technique.
  • E.g.
    • Paragraph 1: Writer’s use of figurative language in complex sentences – zoom into similes/metaphors.
    • Paragraph 2: Writer’s choice of lists in compound sentences – focus on the lists and the ideas that verbs and nouns in the lists create. What is the effect of the line length?
    • Paragraph 3: Writer’s use of hyperbolic language through verbs and nouns — what do they exaggerate about the idea?

I hope this helps! 🙂 Do use the frame as a guide, fill in the gaps and adapt is as you feel it is necessary in your answers.

 

Stay tuned for top tips on how to approach question 4!

 

Thanks 🙂

How to Approach English Language Paper 2 – Part 2 #Examskills

The second stage in Paper 2 of the English Language exams (after your comprehension challenge in question one) is based on your summary/explanatory skills. 

A summary, like an explanation, both involves two main things: to give a statement about something, to include evidence or justification for this viewpoint.

Question 2: Explanation skills through summary writing.

In Question 2, you should spend roughly 8-11 minutes as the maximum marks for this are 8.  The question expects you to clearly summarise your point of view with evidence. The target is that you do three things: give a statement/opinion about each text (Source A and Source B), give textual evidence (quotations) to support your view and say what the evidence suggests.

Example Question: Use details from both Sources. Write a summary of the differences between Eddie and Henry.

Top Tips

1. Read the question carefully: Underline that you need to focus on all of Source A and Source B.
2. Underline either the word ‘similar’, ‘similarities’, ‘different’ or ‘differences’.
   • You will either identify the connections or contrasts across the texts NOT BOTH.
3. Underline the idea that you are looking for in the text.
   • E.g. Use details from both Sources. Write a summary of the difference activities that the boys enjoyed.
     • Only focus on… the differences, activities that the boys liked/enjoyed/loved/engaged in happily.
4. Read the question carefully and plan to focus on ONLY similarities or differences across the texts.

 

How to Prepare for Question 2

1. Be prepared with comparisons:
   • Attitudes: repulsed, agitated, please, powerful, ambitious.
   • Places: indoor, outdoor, chaos, peacefulness, romance.
   • Time/situation: Victorian era, formal situation, time of the day.
2. Identify two clear differences between the texts (aim for two paragraphs:
   • Let’s say you’re searching for two differences about activities that boys enjoyed, consider:
   • Indoor Vs outdoor activities.
   • Practical tasks Vs games.
   • Independent Vs group tasks.
3. As you read the text, write down your opinion of the idea in the text in the margin.
4. Circle the full sentences that created your impression in the text.
5. Circle the word(s) in the sentence that most powerfully suggested their portrayal of the idea/attitude.

 

How to Structure Question 2 Answers

Here’s a little Step-By-Step that outlines the way that you could structure your answer for Question 2:

1. Identify Source A by either saying their name or ‘the writer of Source A.
2. State your opinion towards the way that the idea comes across in this text.
3. Give evidence that proves your opinion.
4. Justify your view by explain what your “evidence” suggests.
5. Contrast/connect this to Source B:
   • In comparison, on the other hand, in contrast, unlike this.
   • Similarly, alike to Source B.
6. Identify Source B by either saying their name or ‘the writer of Source A.
7. State your opinion towards the way that the idea comes across in this text.
8. Give evidence that proves your opinion.
9. Justify your view by explain what your “evidence” suggests.

Writing Frame:

• Unlike Source B, the writer of Source A clearly presents               [their opinion of the idea] as being                                                 through their opening/middle/end line                ”                                                                                                     “.Within this, the word “                   ” most strikingly exposes their sense of                                  as this suggests                                       . In direct contrast, the writer of Source B conveys that                         [link to idea]                 when they state “                         ” . In this is the word ”               ”  and “                      “, which primarily creates ideas of the      [idea]                   as being                        .

 

• For your next paragraphs, follow the same structure but change your opening lines:
  • A further difference is that the writer of Source A                     …
  • In addition, the writer of Source A (contrasting to Source B) reveals that     …
  • Similar to Source B, Source A             ..

 

 

I hope this helps! 🙂 Do use the frame as a guide, fill in the gaps and adapt is as you feel it is necessary in your answers.

 

Stay tuned for top tips on how to approach question 3!

 

Thanks 🙂

How to Approach English Language Paper 2 #Examskills

As you answer each question in Paper 2 of the English Language exams, you are progressively challenged on your comprehension, explanation, analytical and comparison skills. Check out the following posts on how you can skillfully master each of these challenges and improve your grades.

Question 1 focuses on the first step: comprehension skills.

This question is out of 4 marks and should really take only 3-4 minutes to fully complete. The question expects you to prove that you can comprehend (understand) a specific part of the text you by challenging you with a true or false test.

Top Tips

1. Read the question carefully: circle the specific lines that you are expected to comprehend.
   • Draw a square around the lines in the text.
2. Read the TRUE/FALSE statements in the question paper.
3. As you read the specific lines in the text, tick or shade the boxes for the statements that you know are TRUE.
4. If you are stuck, read statements that you’re struggling to identify as being TRUE or FALSE then read the extract again and zoom into the specific ideas that you need to find based on the statements.

 

Warnings:

1. You may be given a statement that is TRUE by not within the lines.
   • Do not mark this as being TRUE as you won’t be awarded marks for this.
2. Look for explicit (obvious) information: there may be words in the statements that are directly taken from the text.
3. Look for implicit (non-obvious) information: there may be statements that rephrase the events/emotions in the text. Some TRUE statements require you to understand the deeper meanings that are not directly obvious.

 

Top Tips for Approaching Question 2 are coming up soon!

 

How to Analyse Language in Shakespeare’s Play #AMidsummerNight’sDream #AQA

In your exams, from KS3 to GCSE, you’re expected to analyse the ways in which writers use language, structure and form in order to create certain effects on the readers: whether that’s based on the way a character’s portrayed or a theme.

 

Having read a text or watched something (whether that’s in a novel, play or even a text message), we often have an opinion of the person that is being described and the mood of the situation. However, the tricky thing is to be able to clearly break-down exactly which words are responsible for creating your opinion and why.

 

Check out how you can easily write a clearly developed explanation, analysis of language (though this can also be used for structure/form too) and discussion of Shakespeare’s society by following eight simple steps.

 

The step-by-step is perfect for analysing any of Shakespeare’s plays,

 

How to analyse language: Shakespeare’s plays.

Example Question: How does Shakespeare use language and structure to explore relationships between fathers and their daughters?

 

Here’s a step-by-step, which demonstrates how you can answer this question.

Step One: Establish your argument because of your evidence 

In the extract, Shakespeare presents imbalanced relationships between fathers and daughters through Theseus because he informs Hermia that her “father should be as god” and hence be looked up to with the omnipotence of God. Unlike today’s society, Jacobean society often believes that husbands and fathers were to be gods, the more superior to women. Ultimately, Shakespeare uses Theseus’s open dominance in order to shock audiences as to how unfairly men had greater power over women in relationships.

 

Step Two: Explain what you know about the “evidence” at this point in the play.

At this point, Theseus claims that Hermia’s father should be as god,” comparing him to a supreme, dominant and superior divine being. Hermia is expected to worship him. She “should” hold him in a high position and obey his wishes.

 

Step Three:  Zoom into the main technique in the quote and explain what it generally highlights.

In this quotation, Shakespeare uses a simile, “as god” to effectively compare Egeus to a divine being, who holds a superior position in power. By comparing him to an entirely powerful being, that exceeds the power of all others, Shakespeare highlights Theseus’ and Egeus’ arrogance, as the men abides by these stereotypes of being the most powerful beings in all relationships with woman. Moreover, the power of the man “as god” further reveals the powerlessness of women in father and daughter relationships – Hermia should honour her father’s wishes and marry Demetrius as it is in her destiny. She must remain submissive and subservient to her master’s commands. This implies that her father rightfully asserts power and control over her life, to which she has no say – a Jacobean (and in some cultures, a contemporary) issue that was used by Shakespeare in order to condemn the powerlessness of women.

 

Step Four: Explore the literal and metaphorical meaning of the word? So, link it to the text.

The abstract noun “god” is linked to ideas of divinity, honour and immortality which could symbolise Egeus’ ownership of his daughter, almost as if she were his property. On a metaphorical/psychological level he becomes her creator, just like Christians believe that God created the earth in Genesis, therefore giving him the power to take away her life as he pleases.

 

Step Five:  Choose another word/phrase to zoom in and support your analysis

Moreover, the modal verb ‘should’ emphasises his commanding power over Hermia, as an almighty king. She has no free will or rights over him.

 

Step Six: What are alternative interpretations? What might this suggest?

Alternatively, this strong bond could also symbolise his protective nature for his daughter. It could represent his unconditional love and duty of care towards her. Shakespeare’s deliberate mention of God is heavily religious, thus suggesting that their relationship should be holy and moral.

 

 

Step Seven: Elizabethan audience response V Modern audience response àconsider the ways audiences would react.

A contemporary/modern audience might be surprised/startled by Hermia’s challenging voice and courage, as women were typically expected to marry according to their father’s wishes. Women who refused to marry or did not marry often only had the option to become nuns. Whilst an Elizabethan audience would perhaps support Hermia’s disobedience and bravery. Shakespeare reflects on how paramount challenges to the status quo were.

 

 

Step Eight: What does Shakespeare use this to reflect about Ancient Greece?

Typically, in Ancient Greece,  women often feared their husbands and fathers, which contradicts the idea that Betrothing a woman was seen as a gift. The exchange also showed that the woman’s family was not simply selling her or rejecting her; the gifts formalized the legitimacy of a marriage. Thus, Shakespeare appears to use the father and daughters’ imbalanced relationships as a vice to condemn the objectification of women.

 

 

2^nd paragraph:  Repeat the PEARL cycle

Focus on how Shakespeare presents their relationship later? (Include playwright +2 adjectives + context + language technique). Link it another short “embedded quotation” to support your point.

In contrast/later/as the plot develops/Similarly…

 

 

Hope this helps! 🙂

 

 

 

 

 

4 Steps for Top Marks – Question 3, English Language Paper 2

An underlying expectation, across both English Language papers is your ability to write your own argument about the ways writers use language in order to craft their texts in a certain manner and your ability to support your views with evidence from the text (using “quotation marks”).

In Paper 2, Question 3 is similar to the expectations of Question 2 in English Language Paper 2: in both, you must clearly break-down just the ways in which the writer uses language techniques in order to create a certain effect on the reader. Unlike Paper 1, Question 2, in Question 3 of Paper 2 the question is usually more open so you must develop your own argument:

 

For example: Notice how you are expected to read about the character, consider how the narrator describes Hassan then infer that a relationship exists between Hassan and the narrator. Of course, you do not have to establish a relationship but you do need to consider why the narrator describes Hassan in a certain way or what you can infer based on the language (see the topic sentences).

• Question 2 of Paper 1: How does the writer present the relationship between the Hassan and the narrator?
  • Topic Sentence:
    • To present a loving relationship, the narrator uses                         such as “         “

 

• Question 3 of Paper 2: How does the narrator describe Hassan?
  • Topic Sentence:
    • To present their admiration for Hasson, the narrator uses                 such as “   “.

 

What is exactly expected of you in Question B?

Now, you will be given only one text to read – most likely Source B, but do check on the day!

Sample question:

You now need to refer only to Source B, the letter by Henry written to his father.

How does Henry use language to try to influence his father?

[12 marks]

It is up to you to recall all of the language devices so when you read the text, you can easily find ones that interest you.

• Word Level:
  • Noun, (emotive, active) verb, adjectives, hyperbole, exaggeration
• Figurative Level:
  • Personification, simile, metaphor, imagery…
• Sentence Level:
  • Types: Simple, Compound, Complex
  • Functions: declarative, interrogative (tag questions), exclamatory, imperative.

The key skill for this question is to analyse – examine something (language) methodically and in detail – in order to explain and interpret its effects on readers. So, in a nutshell, identify what you need to be looking for in the question then find words and sentences that help the writer create a certain effect on the reader.

Example question, planning, writing and model

Question: How does Henry use language to try to influence his father.

Planning and Writing Time

1. What does the question focus on? Here, the writer is Henry.

• How Henry uses language in order to influence (manipulate,  sway, engage) his father.

2. Zoom into the keyword in the question: what meanings could it have?

• You must identify what the writer does.
  • ‘Influence’
    • Manipulate
    • Sway
    • Encapsulate
    • Emphathise
    • Empower
• Example:
  • Henry constantly uses language in order to emotionally manipulate his father, forcing him to regret leaving his son.

 

3. When does the writer do this?

• You must circle the words and sentences (language) in the  text that support your views.
  •  Examples:
    • By repeatedly making references to time such as “it is now two years” and dependent clauses such as “since I left you”, Henry makes his father realise their separation. The time references could emotionally manipulate his father as he comes to recognise his son’s isolation and homesickness.

 

4. Now, break down the types of language devices that are used in your circles and their effect.

• You must draw an arrow out and write down: the technique (is it a proper noun) and mainly the effect of the words/sentences. 
  • e.g. What do the words suggest/emphasise/do? 
    • Examples:
      • Proper nouns such as ‘August’, ‘October’ and ‘Xmas’ as well as ‘Cotherstone’ and ‘Islington’— sense of time and place —  emphasise to his father the length of time that they have been apart and the distance between them.
      • Phrases linked to time – ‘It is now two years’ and ‘since I left you’ –  emotive appeal  — real sense of isolation and homesickness.
      • Capitalisation of words – ‘Letter’ and ‘Friend’ as though to inflate their importance and point out to his father how much he is in need.
      • Direct address to his father – suggests familiarity, ‘you will not let…’, ‘you will let me come home’ and shows how his future is in the hands of his father, but this is also contrasted with a much more distant and formal mode of address, ‘my dear Father’.
      • Repetition of ‘my dear Father’ — emotional tool to reinforce that his father is ‘dear’ to him – though the distance and time lapse of them being together suggest to the reader that this may not be so – and is a deliberate choice by Henry to appeal to his father.
      • Formal tone is continued in complex phrases — ‘If you recollect’, ‘pray don’t mention’, ‘I assure you’ and ‘would be obliged’ — persuasive, very polite and respectful request.
      • Simple descriptive language to point out the faults of his school — ‘nearly black’, ‘worst Barley Meal’, ‘stuffed with chaff’.
      • Hyperbolic simile ‘used more like Bears…Christians’ — to convince his father they are being treated inhumanely.
      • Semantic field of religion — ‘church’, ‘if God permit me’ — reminding his father to act in the way his religion tells him to.
      • Hyperbole  — ‘if God permit me to live as long’ — convince his father, his life is at risk in the school.

                                .

Model: Identify where the pupil achieves each stage from 1-4. 

He uses proper nouns such as ‘August’, ‘October’ and ‘Xmas’ as well as ‘Cotherstone’ and ‘Islington’ to create a sense of time and place and to emphasise to his father the length of time that they have been apart and the distance between them. He adds to this with the use of other phrases linked to time and separation such as ‘It is now two years’ and ‘since I left you’ to create an emotive appeal on his father, and also creates a real sense of his isolation and homesickness.

In addition to the proper nouns, Henry also capitalises other words such as ‘Letter’ and ‘Friend’ as though to inflate their importance and point out to his father how much he is in need. He also uses this device later in the letter when he is pointing out the faults of the academy ‘Barley Meal’ and ‘Beds’ to highlight his hardship.

Henry uses direct address to his father which suggests familiarity, ‘you will not let…’, ‘you will let me come home’ and shows how his future is in the hands of his father, but this is also contrasted with a much more distant and formal mode of address, ‘my dear Father’. This phrase is repeated in a number of places as an emotional tool to try and reinforce that his father is ‘dear’ to him – though the distance and time lapse of them being together suggest to the reader that this may not be so – and is a deliberate choice by Henry to appeal to his father. The formal tone is continued in complex phrases such as ‘If you recollect’, ‘pray don’t mention’, ‘I assure you’ and ‘would be obliged’ with are like persuasive, rhetorical devices designed to make the letter a very polite and respectful request. In some ways, these seem to emphasise the distance between them. This contrasts to the simple use of ‘unhappy’ – a childlike word – and ‘good’, ‘kind’, ‘Friend’, which are applied to Mr Hamler. These simple adjectives seem to suggest that these simple things are all that Henry wants.

Henry also uses simple descriptive language to point out the faults of his school, ‘nearly black’, ‘worst Barley Meal’, ‘stuffed with chaff’. However, he does on to use a rather hyperbolic simile ‘used more like Bears…Christians’ to try and convince his father they are being treated inhumanely. Additionally, the letter employs a semantic field of religion referring to ‘church’, ‘if God permit me’. Henry seems to be using this as an influence on his father, perhaps reminding his father to act in the way his religion tells him to. Henry again uses hyperbole in the dramatic phrase ‘if God permit me to live as long’ aiming to convince his father that his life is at risk in the school.

Tips for Top Marks

Make sure that you have a clear understanding of your own argument throughout the answer: what do you think the writer aims to do? How (using what techniques?)

Follow this step by step if it helps:

• Argue what technique the writer uses  –> when the writer uses this –> what the evidence/technique helps the writer do.
  • Example:
    • Henry again uses hyperbole in the dramatic phrase ‘if God permit me to live as long’ aiming to convince his father that his life is at risk in the school.

Hope this helps! 🙂

‘Mistakes were made’ – How responsibility is hidden through language #PersuasiveWriting #AQA

An important skill in life (from English Language exams to how to deal with explaining to your boss that you made a mistake) is being able to identify how to use language so you can tactfully avoid blame!

Looking at Question 5 in English Language, Paper 2, you are being examined on how far you can persuade the examiner into agreeing with the statement; for this, you must make sure that the idea/person in the statement is not blamed but everything else that opposes it is blamed.  

• Let’s say the statement is about homework being useless and a waste of time. You could say that ‘homework is time-consuming’ or ‘homework is often a needless waste of time’.
• Instead, you could say that ‘mistakes were made but in future, homework will be more appropriately fitted so pupils have sufficient time to complete it. Failing to provide homework will lead to dependent pupils with significantly lower self-confidence and initiative’. 
  • Notice how the homework is not blames for being time-consuming, instead it is framed as being something that is doable as it will allow pupils ‘sufficient time’ and now ‘failing to provide homework’ is blamed for causing detrimental outcomes such as low confidence.

 

Let’s look at how this is done in media texts:

Mistakes are natural – we’re only human – but we often like to hide it… and politicians are no different.

Over the past few decades, we’ve seen numerous occasions of politicians state that “mistakes were made”…

In 2011, the ex Prime-minister, David Cameron stated

“Of course mistake were made and of course you know what happened at Guantanamo Bay, there were mistakes made”.

In 2006, the ex President, Bush addressed the Abu Ghraid scandals as…

“Some mistakes that happened”.

Both of these examples share a trait: the invisible “I”

Politicians often use hide their individual responsibility in the mistakes by taking themselves out of the situation. Without the actor “I”, it is unknown as to who made the “mistakes”.

How do the politicians hide their blame and responsibility in “mistakes”? 

Politicians use the passive voice in order to remove their involvement in social “mistakes” – this is when writers focus on the action and object rather than the actor. For example, imagine that someone slammed the door. You might say  “the door was slammed”… The object is “the door” and the action is “was slammed”. Without the actor, the speaker seemingly doesn’t who is to blame for “slamm[ing]” the door. 

Passive voice in action — find the object + verb

• Mistakes were made
• Mistakes that happened
• The bomb exploded

In using the passive construction, politicians shift their blame and responsibility in their own mistakes by removing the actor. Ultimately, we know that the politicians have final says in the decisions that led to the mistake. They are to blame. But on the face of it, the passive construction helps them hide their involvement…

 

As you read newspapers, articles and blog posts, do you notice any instances of passive voice is used? (Pop your ideas in the comments)

 

Practice using these phrases in your own answers especially for Question 5, Paper 2!

 

Thank you 🙂

 

4 Easy Steps for Top Marks in English Language, Paper 2, Question 2

The English Language exams are aimed towards developing your ability to write your own argument about the ways writers craft their texts and support your views with evidence from the text (using “quotation marks”).

In Paper 2, Question 2 is geared towards clearly arguing what connects two texts (that are given to you) and explaining exactly what differs between them.

What is exactly expected of you in Question 2?

Now, you will be given two texts to read. Both of your given texts will be about a similar topic, place or person but each extract will present it in a slightly different way.

Sample question:

You need to refer to Source A and Source B for this question:

The things you see and do at Glastonbury Festival and Greenwich Fair are different.

Use details from BOTH sources to write a summary of the differences. [8 marks]

It is up to you to explain how the texts are connected but, most crucially, the different ways that the writers build their text with language, topics, atmospheres and perspectives.

The key skill for this question is to summarise – give a brief overview – of the differences. So, in a nutshell, briefly explain the one thing that connects the texts with an explanation of the top one/two (usually one is enough) thing(s) that differ between them: perspectives, language/structural devices, the ways ideas are connected across paragraphs, the atmospheres (chaotic vs peaceful), the amount of ideas within each paragraph, time-shifts etc.

Planning Time:

 

What is similar across both texts? 

• Both texts are about                     .
  

What is one key difference?

• Consider: the atmosphere, use of metaphors, number of ideas in the text, the era of the text, writer’s choice of exaggerating language.
  • Unlike [Source A], [Source B] has a more of a                   atmosphere with their being more/fewer ideas that are clustered in each paragraph.
  • While [Source A] heavily uses metaphors such as “          “, [Source B] is much more literal with language such as ”             “.
  • [Source A] specifically explores                     as being, not only a                     , but also                              whereas [Source B] is somewhat more                    in its presentation of                .

 

 

As you write your answer, ensure that you complete each stage of 1-4, using the example sentences (fill the gaps).

1. Identify the shared topic across the texts:

• [Source A] and [Source B] are both about                            , but they are both incredibly different texts in terms of how they are crafted.

 

2. Identify what one is specifically focused on that the other does not.

• [Source A] is about                  , not only about                     , but also about                   because                                                 . In contrast, [Source B] is more focused on                                            . 

3. Identify what one is specifically does.

• From the descriptions of                             , the texts are hugely different. Firstly, [Source A] describes                          as being                           when                                   . As                      seems to be                    , the [topic]/landscape/atmosphere/people appears to be                           .

4. However, explain what the text does.

• However, this does not seem to be the case in [Source B]; the writer describes                                             as being                          , which leaves readers with a picture of                            .  Unlike [Source A], this text takes readers to a/an un/usual situation in the                    era. The                        in the text, are typical of the                  era in which this was written. So the writer appears to                     , which heavily contrasts to [Source B].

Overall, summarise the main difference.

• Overall, the main difference is largely that [Source A] is much more                       than the descriptions of                            in [Source B]. Unlike [Source B], [Source A] gives a real insight into                                        .

Model: Identify where the pupil achieves each stage from 1-4. 

Glastonbury and Greenwich Fair are both hugely popular events, but incredibly different in their contexts. Glastonbury, not only a modern festival, is all about the live music and bringing all different styles together (1950s, pop, alternative etc), whereas Greenwich Fair is something much more theatrical, with shops and band parades and pantomimes and various other dramatic presentations.

From the descriptions in atmosphere, they are also hugely different. Glastonbury is described to have a very safe family friendly atmosphere according to people taking part. Apart from the fact that it seems to look like a “near total” devastation, everyone seems relatively calm, happy and friendly.

However, this does not seem to be the case at Greenwich Fair. Charles Dickens describes it with “the firing of pistols, the ringing of bells, the bellowings of speaking trumpets) among other things. This gives a crazy, almost out of hand picture of something people in this day and age may expect to be more civilised (Victorian 1839). The drinking and smoking in pubs, the rowdiness of the games played and the attitudes towards women especially make the fair seem like one huge brawl, though also rather jolly and merry; everyone is having fun. Everybody seems to take part in everything, which also contrast with Glastonbury, where you can choose which concerts to go to.

Overall, I think the main difference is that Glastonbury is much calmer than the chaotic, atmosphere of Greenwich, despite my own (and probably others’) assumptions. It gives a real insight into how society has grown and what it feels is now “acceptable” when one lets their “hair down.”

Tips for Top Marks

Always embed quotations in your explanations!

E.g. with the ‘firing of pistols’, readers are taken to an absurd situation of an almost uncontrollable place where ‘the bellowings’  consume them with overwhelming noises.

Hope this helps! 🙂