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 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 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 🙂

How to craft a clear, contextualised and coherent analysis in Literature #English #Dickens #AQA

For top marks in GCSE English Literature, it is crucial that you do three main things in your answer to a question…

Example questions:

• Starting with this extract, explore how Dickens presents Scrooge as an outsider.
  • Consider how Scrooge is presented in the text.
  • Consider how Scrooge is present in the text as a whole.
• Starting with this extract, explore how Shakespeare presents Lady Macbeth as an evil woman.
  • Consider how Lady Macbeth is presented in the text.
  • Consider how Lady Macbeth is present in the text as a whole.

Three Elements for a Clear and Quality Answer

1. AO1: Clear Response to Task and Text
   • You have a clear argument about how the writer presents someone or a theme with evidence from the text that supports your view.
2. AO2: Analysis
   • You break-down exactly how the writer uses language, structure or form techniques (metaphor, repetition etc) to create certain effects/meanings/impressions of the character/theme.
3. AO3: Links to Context/Society
   • You explain why you think in a certain way about the character/theme based on your understanding of stereotypes during the era (Jacobean, Victorian, Edwardian, contemporary).

 

Here’s how you can do this!

This may seem daunting, but all it really takes is to answer 11 short questions in one connected paragraph.

Just see how to craft an analytical answer  for any literature exam (Dickens, Shakespeare, unseen poetry and so on…) through 11 simple steps…

• Firstly, by answering questions 1-3, you gain AO1 marks.
• Secondly, questions 4-5 and 11 allow you to gain AO3 marks.
• Finally, questions 6-10 lets you gain a clear analysis for AO2 marks.

 

I hope you all find this useful! 🙂

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! 🙂

Making Sense of Unseen Poetry

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 feelings.

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 🙂

Boost your marks in Creative Writing Writing, paper 1, Question 5 #EnglishLanguage #AQA #Revision #punctuation

English Language, Paper 1 is truly a challenge of creative writing: to break down how writer’s develop their creative writing by using language and structural devices AND your ability to write an effective piece of descriptive or narrative writing.

What’s important for both descriptive and narrative writing is being able to embed a lot of detail about people, places, events and so on without boooooring readers with endless sentences… AND using a range of punctuation..

 

4 easy ways to subtly embed more detail AND use a range of punctuation…

Colons, semi-colons, dashes and brackets are potentially the least understood and least valued punctuation marks. Firstly, let’s not get them mixed up…

The colons has two dots (:)… To help you remember, imagine that the word ‘colon’ is stood on its head.

The semi-colon has a dot and a comma (;).

The dash is simply what is sounds like (-).

The brackets are simply rounded as (     ).

Colons in creative writing

A colon (:) is used at the end of a complete sentence that makes sense on its own. After the colon, introduce a list of adjectives or actions that develop your descriptions of the character.

• One breathless boy ran fiercely against the wind: panting in despair, terror in his eyes, agony within his skin.
• Burning in desire, his black eyes locked to the light: narrow, still, focused.

 

 

Semi-colons in creative writing

The semi-colon (;) is used at the end of one complete sentence and before the next complete sentence. Both sentences  must be about the same idea.

REMEMBER: the Semi-colon replaces ‘and, but, or, yet, so, for etc’. Do not start a sentence with one of these words.

E.g. ‘Full moonlight drenched the city and searched it; and there was not a niche left to stand in.’

• As to that, Pepita was restless; her tossing on the divan, her broken-off exclamations and blurred pleas had been heard most nights, through the dividing wall.

  • The shared idea is Pepita’s restlessness. Look at how the second sentence, after the semi-colon, develops the first sentence. 
    • Instead of the semi-colon, the full stop would be placed:
      • As to that, Pepita was restless. Her tossing on the divan, her broken-off exclamations and blurred pleas had been heard most nights, through the dividing wall.

• Already repugnance and shyness ran through her limbs; she was preyed upon by some more obscure trouble than the expectation that she might not sleep.

  • Here, the shared idea is the character’s sense of ‘repugnance’ which is  further detailed as she has an ‘obscure trouble’ of being more than unable to ‘sleep’.

 

Dashes in creative writing

Unlike colons and semi-colons, dashes can be used at the end of a complete sentence but also in the middle of one. They have a number of purposes: to interject something, to indicate a stop in speech or to clarify something.

Dashes, like commas, semi-colons, ellipses, and parentheses, indicate an interruption or a sudden change of thought – they alter the mood and atmosphere.

The dash is used in three ways:

• To add more detail/clarity of an idea at the end of a sentence:
  • “London looked like the moon’s capital – shallow cratered, extinct”
    • (Elizabeth Bowen, Mysterious Kor)

 

• To add more detail/clarity of an idea in the middle of  a sentence:
  • When Peter telephones again – it was by then quarter to one – he could only confirm what the last visitor had said.
    • (John Fowles, The Enigma)
  • “Then, he shivered – a very cold wind for the time of year – turned away from the window[…]”.
    • (Jean Rhys, The Lotus)

 

• Dashes function as an interjection – an interruption in a sentence.
  • ‘The ruckus of the rain made for a cool – albeit dreary – day for the school children.
    • Here, we subtly learn that the day was also slightly dismal as it was ‘dreary’, which contrasts to its initial coolness.
  • “The crickets felt it was their duty to warn everybody that summertime cannot last forever. Even on the most beautiful days in the whole year – the days when summer is changing into fall – the ritckets spread the rumour od sadness and change”
    • (E.B White, Charlotte’s Web)
• The terminal dash is used in when a statement suddenly breaks off. The dash may reflect the tense atmosphere of unpredictable changes and conflict.
  • “What about you, Hinton? I need to talk to you. You look -”
    • (J.B. Ballard, Memories of The Space Age)

 

Brackets in creative writing

 Round brackets (   ) are mainly used to include information that isn’t essential but adds detail to our writing – why? So readers can imagine the exact situation.

• “What should I look for? (I tooled through the second movement like a piano roll).”
  • (Ian McEwan, Psychopolis)
• “We must get the manager,” I say, getting up, “the police even.” I say this bluffly, even a little heartlessly; partly because I believe by wide may be dramatising, exaggerating (she has been moody, touchy  ever since that accident we witnessed: perhaps she is blowing up some small thing, a mistake, nothing at all)”
  • (Graham Swift, Seraglio)

 

I hope you do use each of these punctuation marks at least once each correctly in your exam… Using a range of punctuation marks will boost your SPaG marks!

 

Thanks for 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.