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 🙂

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! 🙂

How to use varied sentences lengths for effect!

Your descriptive and narrative writing are all about creating a gripping plot, full of unpredictable twists and turns.

Using varied sentence lengths – some long some short – create an unpredictable tone. Longer sentences slow down the writing with endless detail that creates a calm and peaceful pace. Gradually, you feel calmed into the peaceful atmosphere. With no fear of sudden movement, you relax as the words guide you through the text.  Without warning, a sudden short sentence speeds up the pace. With the increase of full stops, you have to take more breaths – you breathing rate is flummoxed. The sudden shift in pace shudders readers, leaving them with one though: what is yet to come?

Using varied sentence lengths for tense, unpredictable tones.

Short abrupt sentences can add power to your writing as they can mark pivotal moment (the climax, the moment all changes) in your writing.

• Simple sentence – one independent clause.
  • Silence fell.
  • Patiently, the eerie eyes of the ancient house waited.

Compound sentences can build your ideas so readers feel locked in a chain of events.

• Compound sentence: two or more independent clauses with a coordinating conjunction
  • ‘A lifeless silhouette arrived yet it never made a sound.’
  • ‘Under the yellow sky, the wishing waves splashed against the joyous families and the golden sands glistened in the sun.’

 

Complex sentences can connect your ideas (with time or by connecting an actor to the described action) so readers can truly establish who performed the actions and when.

• Complex sentences include one or more dependent clause and one or more independent clauses.
  • Adapted from Mysterious Kor.
  • Blotted into one shadow, these two proceeded towards the park.
    • Adapted from Mysterious Kor.
  • Whether it be thunder or rain, the three Witches remained.
    • Inspired by Macbeth.
  • Full moonlight drenched the city, searching every living soul.
    • Adapted from Mysterious Kor
  • As the echoing wind blew against the ancient train, its once rigid body turned.
  • Beneath the dark seas remained a soulless body, where the gracious waters shuddered in its presence.

 

Complex – compound sentences can intensify the pace, with its range of incomplete and complete clauses.

• Complex-compound sentence: Two or more independent clauses and one or more dependent clauses.
  • Before he knew it, the majestic witches stood before him yet they remained in silence, watching.

 

 

Now guys, when you proofread your writing check whether you have used simple, compound, complex and complex-compound sentences. If you use one sentences type excessively, feel free to adapt your sentences (replace full stops/commas to elongate or shorten sentences).

 

Thanks for reading 🙂

Tips to do well in English Literature #exams #tips #AQA

Perhaps the most crucial part of your revision revolves around your understanding of the assessment objectives, that you’re being assessed against.

There is only one problem – the assessment objectives can be difficult to understand, and even if you do understand them, it’s difficult to identify just how to demonstrate these skills in your work…

To make things a little easier, I’ve created a simple break-down of the assessment objectives, with step-by-steps on how to demonstrate the key skills in each objective; just see how easily you can craft a clear analysis!

Follow the link: Approaching Literature, Paper 1

To push yourself further…

• Consider embedding quotations throughout the answer especially before characters:

E.g. The – “brave” – Macbeth, when – the “impressionable” – Sheila

• Use linkers so you can reinforce/contrast your view with a new analysis:

E.g. Moreover, this is reinforced when, alternatively,

Thanks for reading! 🙂

 

 

 

Tips and Timings for Paper 1, #GCSE #EnglishLanguage #revision

In the heat of assessments, the pressure to constantly write clearly and coherently can easily seem like the biggest challenge – the best thing YOU CAN DO is clarify exactly what is expected of you, so in the exam you can clearly demonstrate the skills that are relevant for your question.

The clearer you are with your expectations for exam and each question, the more capable you will be to write clear, concise and relevant answers.

For a clear breakdown of your expectations, tips and timings for the reading section of Paper 1, English Language (Questions 1-4), feel free to click on the link below 🙂

 

Tips and Timings for the Reading Section (A) of Paper 1, GCSE English Language…

 

Happy reading! 🙂

Top Tips for Tackling Question 2, Paper 1, #EnglishLanguage #AQA

Question 2 is the perfect opportunity for you to recycle and showcase your critical analytical skills of writers’ language devices… Just be a tad careful though, the English Language exams have high expectations that your analysis is crisp and clear in order to for you to achieve 8 out of 8 marks for this!

Example question:

How does the writer use language her to describe the character of Megalo Velisarios?

You could include the writer’s choice of…

• Words and phrases 
• Language features and techniques
• Sentence forms 

 

 

Helpful ways of planning a top quality answer 

• STEP 1: Explore The Text
  • Underline the words and phrases that made you think about the character
    • Circle three quotes that most strongly influenced your understanding of the character/object/idea in question.
    • Zoom into the keyword within each quotation that most heavily interests/informs you about the issue in question.
    • Identify its term (metaphor, simile, noun, verb etc).
      • MODEL:

      • `Lemoni!’ he roared. `Take your hands from my eyes and hold onto my hair, or I’ll have to stop.’  

        Lemoni was too overwhelmed to move her hands, and Megalo Velisarios stopped. With one graceful movement like that of a swan when it comes in to land, he tossed both men to their feet, and then he lifted Lemoni from his head, flung her high into the air, caught her under her arms, kissed her dramatically upon the tip of her nose, and set her down. Lemoni rolled her eyes with relief and determinedly held out her hand; it was customary that Velisarios should reward his little victims with sweets. Lemoni ate her prize in front of the whole crowd, intelligently prescient of the fact that her brother would take it from her if she tried to save it. The huge man patted her fondly upon the head, stroked her shining black hair, kissed her again, and then raised himself to his full height.

 

• STEP 2: Establish Your Arguments:
  • Structure two or three paragraphs with evidence:
    • Para 1: fierce/controlling “roared” (animal imagery, verb), “take your hands from my hands…” (imperative)
    • Para 2: inner calmness “one graceful movement like that of a swan” (simile)
    • Para 3: Passionately in love “kissed her dramatically” (adverb), “kissed her again” (adverb) and “stroked her shinng black hair (verb, affectionate).

 

• STEP 3: Write your answer
  • Remember to set your argument.
    • The writer uses –> [terminology]–> to show [link to the question] –> as being —> explain your evaluation.
      • The writer uses a contrast of aggressive language and similes in order to show how Megalo is a wildly affectionate person, who endlessly “kissed” Lemoni.
  • Ensure that your sentences develop your analysis of the effects of language:
    • See how this MODEL (for one paragraph) demonstrates a structure of exploring the effects in a structure.
      • Explain the general feeling from the phrase.
        • From the very beginning, the writer uses the violent verb “roared” in order to describe how Megalo is an aggressive people, whose inner desires for attention leaves people “overwhelmed”.
      • Meaning: define what the word means to you.
        • Typically, the verb “roared” is linked to an animalistic behaviours, especially aggressive animals such as lions – wild animals that are typically very fierce and controlling.
  • • • Contextual meaning: so what do this word mean in this context?
        • As Megalo enters by speaking with such an animalistic tone, the writer indicates that the character can fiercely control others.
      • Where else is this reinforced?
        • Moreover, this wild and domineering persona is exaggerated by the writer’s use of imperative sentences such as “take your hands off […] or I’ll have to stop”. With the imperative verb “take” creates ideas of control and power, Megalo comes across as a ruthless man, who is confident to command people. By using the command phrase, like the king of the jungle, he manages to thunderously command people so they are “overwhelmed” by his presence.
      • How else could this person be perceived?
• • • • • Alternatively, his wild entrance with his “roar[s]” may highlight Megalo’s enthusiasm and genuine sense of excitement by “Lemoni” as it is she who he “roared” before he “kissed her again” and again.

• Notice how the analysis is a set of building blocks:
  • Para 1: Set your argument.
    • Start with your overall argument
  • Para 2: Develop your analysis of one idea/argument/piece of evidence in the first analytical paragraph.
    • Zoom into a specific word.
    • Explain your understanding of the word.
    • Contextualise the meaning of the word in the text. Justify your reasons (as, because).
    • Where else is this reinforced?
    • Alternatively, demonstrate a different way in which the character/idea could be perceived. Justify your reasons (as, because)
  • Para 2: Meanwhile, explain the second part to your argument/idea/piece of evidence in the second paragraph
    • Zoom into a specific word.
    • Explain your understanding of the word.
    • Contextualise the meaning of the word in the text. Justify your reasons (as, because)
    • Where else is this reinforced?
    • Alternatively, demonstrate a different way in which the character/idea could be perceived. Justify your reasons (as, because)

I hope this helps! 🙂

 

 

Top Tips to Tackle Question 1, Paper 1 #EnglishLanguage #AQA #Revision

Question 1 of Paper 1 is there to challenge your comprehension skills… In simple terms, we just want to make sure that you can find facts about something in a text:

An example question… Question 1

The extract:

From Les Miserables by Victor Hugo On the following morning, at daybreak, Jean Valjean was still by Cosette’s bedside; he watched there motionless, waiting for her to wake. Some new thing had come into his soul. Jean Valjean had never loved anything; for twenty-five years he had been alone in the world. He had never been father, lover, husband, friend. In the prison he had been vicious, gloomy, chaste, ignorant, and shy

List 4 things we learn about Jean Valjean 

1.

2.

3.

4.

Top Tips: What to DO for full marks.

1. As you read the extract, underline everything you learn about the focus of the question. 
   • MODEL: I have underlined everything about Jean.
     

     From Les Miserables by Victor Hugo On the following morning, at daybreak, Jean Valjean was still by Cosette’s bedside; he watched there motionless, waiting for her to wake. Some new thing had come into his soul. Jean Valjean had never loved anything; for twenty-five years he had been alone in the world. He had never been father, lover, husband, friend. In the prison he had been vicious, gloomy, chaste, ignorant, and shy.

2. Select your top 4 facts: keep them as different as possible.
   • E.g.
     • ‘Twenty-five years’
     • ‘Waiting for Cosette to awake
     • ‘Never been a father’.
     • ‘in the prison, he had been vicious’.

        3. Write one fact per line in one short, simple and complete sentences.

                      (There’s only one mark for each fact)

 

The correct answers would be presented as such:

1. He was twenty-five.
2. He was waiting for Cosette to wake up.
3. He had never been a father.
4. He was vicious in prison.

 

DO NOT DO THE FOLLOWING!

• Do NOT make inferences
  • ‘He was mean‘ would be incorrect as this has been inferred based on his description of being “vicious, gloomy, chaste, ignorant and shy.”
    • Just say, he was vicious.

• Do NOT put more than one idea per line- spread them out!
  • ‘He was twenty-two and he was alone.’
    • Becomes:
      • ‘He was twenty-two.’
      • ‘He was always alone.’
• Do NOT analyse
  • In the extract, the writer presents Jean as being young as he was ‘twenty-years’ old. Often this number is linked to ideas of youth.

• Do NOT use complex sentences.
  • Jean is clearly in his youth because he is “twenty-five”.
    • Just say, ‘he is twenty-five’

• Do NOT directly copy from the text
  • “He had never been father.”
    • Just say, ‘Jean was not a father.’

 

Now practice yourself!    🙂                                                                     I hope you get 4 out of 4!

 

The extract:

From Heroes by Robert Cormier My name is Francis Joseph Cassavant and I have just returned to Frenchtown in Monument and the war is over and I have no face. Oh, I have eyes because I can see and ear-drums because I can hear but no ears to speak of, just bits of dangling flesh. But that’s fine, like Dr Abrams says, because it’s sight and hearing that count and I was not handsome to begin with. He was joking, of course. He was always trying to make me laugh.

List 4 things we learn about Frances:

1.

2.

3.

4.

 

Top Tips to Revise for Paper 1, #EnglishLanguage #AQA #revision

English Language, Paper 1 presents an extraordinary challenge; filled with tasks that stretch your comprehension, analytical, structural knowledge, evaluation and descriptive writing skills, it’s crucial that you know exactly what is expected of you… and revising for each of these tasks is no short straw… But there are easy ways in which you can tactfully revise and nail each question:

The exam structure – how to revise for each question.

• Question 1: Extract 4 facts from a text about one thing. 
  • 4 marks
  • When you read texts, practice circling facts about the person/object/idea in question. This will help you extract key information in the text.

• Question 2: How does the writer use language to present something or someone in an extract?
  • 8 marks
  • Practice explaining your views about anything you read (text messages, magazine articles, journals etc) with textual evidence. This will help you extract a range of relevant textual references in your exam.

• Question 3: How is the text structured to interest you as a reader?
  • 8 marks
  • Whenever you read a text or watch a clip, ask yourself:
    • What are you introduced to in the beginning, middle and end?
      • Appropriate language:
        • Initially, then, suddenly, begins to, builds up, eventually, shifts focus, introduces, develops…
    • When is the most pivotal moment in the clip?
      • E.g. At which moment are you most surprised (or does the most change) in this clip/text?
    • Are you taken to a new world/place/perspective?
    • What can you see, feel, smell exactly?
    • After watching/reading this, how do you behave, think or react to the situation?

• Question 4:  A student said ‘                                        ‘. Write an argument about your position with regard to this statement
  • 20 marks
  • Whenever you debate, have an argument or merely read a text, consider what you exact view is towards it.
    • Establish WHY you have these views. Then, ask yourself…
      • Consider what happened at the beginning, middle and end.
      • What exactly was said?
        • What do these words mean to you?

 

• Question 5: Write a description or a narrative based on this image   OR  Write a narrative about a time when                       
  • 4O marks
  • Read as many short stories, articles, novels, poems etc that you can and consider the ways that writers genuinely use language, structure and form to engage you in a certain atmosphere.
    • Make a list of the language, structure and form choices that you like.
    • When you get in the exam, consider how you can embed this in your own work to make it more vivid, engaging.

 

Thanks for reading! 🙂

 

 

Language Change: Good or Bad? #English #AQA

Should we speak in slang at school? Does the social media change how how we use language? Do you speak differently to your grandparents, teachers or parents?

Language change has become the most heated topic in English studies and society. With the rapid rise of cultural diversity and social media, English is evolving: ‘skeen’, ‘innit’ and ‘hangry’ are just some of its newly evolved words. The question is, should we embrace these changes?

In my opinion, language must change so we can to reflect our complex thoughts, feelings and social environment. Change is inevitable: as our social environment alters, our language follows so we can express these changes. This is the descriptivist view.

However, can you explain what the following words mean? Rungry, skeen, namsayn. Now some of you might easily define these words but could your parents? Contrary to the descriptivists, prescriptivists argue that language change is atrocious, a problem that causes miscommunication. Hence, they believe that a correct way of using language exists and should be maintained – this is a huge reason as to why Standard English is encouraged in school, work and the media.

 

        What’s your view towards language change?

With the emergence of technology and cultural diversity, the English Language has changed in more ways than one: conversion, blends, compounding and creating polysemous words. Each change allows us to express our thoughts and feelings in increasingly clearer and concise ways… Here are juse some recent linguistic changes:

• The conversion of “Google”, ‘phone’, ‘text from a noun to a verb: ‘to google’
  • ‘I’ll Google it’
  • ‘I’ll text you’
  • ‘He phoned me’

 

• The blending of words for speedier communication:
  • ‘Isn’t it’ becomes ‘innit’ – ‘it’s raining innit?’
  • ‘Do you know what I’m saying’ becomes ‘namsayn’ 

 

• The compounding of words for technology
  • Face + book = Facebook
  • Word + press = WordPress
  • Lap + top = Laptop

 

• Giving words like ‘fit‘, ‘blackberry’ and ‘going out with’ new meanings:
  • While being physically strong, ‘fit’ refers to someone who is attractive.
  • Alongside a fruit, ‘blackberry’ also refers to a brand of phones.
  • The idea of ‘going out with’ someone has acquired new meanings of dating someone.

 

1. Do you use any of these phrases? How far might language change help improve our communication?
2.  According to you, is language change for the better or the worse?
   • Should we stop or reinforce new forms of language in school, work and social media? Give reasons for your views!

 

I can’t wait to hear your opinions! Get posting 🙂