Kirk Balk Academy

English Department

GCSE Revision Guide English Language

Contents:

PAPER 12

Paper 1 Reading page 2 Writing page

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Paper 2 Reading page

22 Writing page

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ReadingExam tip: take four different colour highlighters into the exam, one for each question.

Question 1

Step 1: Understand the question• Find the question mark and underline it.• Read the sentence that ends in a question mark first and underline

the keywords.

Step 2: Find the information you need Now read the question from the beginning and underline the

information you need.

Step 3: Select the best points• Go back and number the points you found.• Have you found one point for each mark? If not, go back and find

what you need.• If you have more points than marks, select the best. Make sure you

are not repeating ideas.

Now you are ready to answer the question!

Step 4: Write the answer. List your answers. Make sure you have four different points. Avoid writing out lengthy quotations. Paraphrase and embed key

words from the text to show you understand it.

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Question 2

KEY SKILL - Show detailed and perceptive/clear understanding of language

Step 1: Understand the question• Underline key words in the question – the question will have a

NARROW FOCUS. Find this.• Check the wording of the question carefully.• Check to see if you are being asked to look at just part of the text –

if so, draw a box around the relevant lines.

Step 2: Find the answer• Track the text line by line (methodically) so you don’t miss points.• Underline each point as you go. You should look for

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

that link to the NARROW FOCUS of the question.

Step 3: Write the answer.

Write a clear overview. Write three mini-PEEL paragraphs Include clear points that use inference Use inference words Name devices Refer to the writer/ reader Link to the question

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P: pointE:evidenceE:exploreL:link to the question

Question 3

KEY SKILL - Show detailed and perceptive/clear understanding of structural features

Step 1: Understand the question• Underline key words in the question.• Check the wording of the question carefully.

Step 2: Find the answer• Track the text line by line (methodically) so you don’t miss points.

What is the main focus of each paragraph/section?• Underline each point as you go.

Step 3: Select the best points.

Step 4: Write the answer. Write a clear overview. How is the text structured? Why? What is the

impact? Write paragraphs tracking how the focus of the text changes and

explaining WHY the writer has chosen to do this. Use inference words Refer to the writer/ reader Link to the question Move through the text in order! Compare the start to the end

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P: pointE:evidenceE:exploreL:link to the question

Question 4

• KEY SKILL - show perceptive and detailed/clear and relevant evaluation

Step 1: Understand the question• Underline key words in the question.• Check the wording of the question carefully.• Check to see if you are being asked to look at just part of the text.

Step 2: Find the answer• Track the text line by line (methodically) so you don’t miss points.• Underline each point as you go.

Look For:• Your overall interpretation• Use of language and the impact• Use of structure and the impact

Step 3: Select the best points. Decide your interpretation and match points to your view.

Step 4: Write the answer. Write a clear overview. Do you agree/ disagree? Why? Write three to five detailed PEEL paragraphs Use inference words Use evaluative words Think about the writer’s intention Think about the effect on the reader Link to the question Name devices

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P: pointE:evidenceE:exploreL:link to the question

AQA English Language paper 1Sample exam with example student responses (extracts) and examiners comments

Q 2.Look in detail at this extract from lines 8-17 of the source.The wind came in gusts, at times shaking the coach…How does the writer use language here to describe the effects of the weather?You could include the writer’s choice of:• words and phrases• language features and techniques• sentence forms

This extract is from the opening of a novel by Daphne du Maurier. Although written in 1936 it isset in the past. In this section a coach and horses, with its passengers, is making its way through Cornwall to Jamaica Inn.

Jamaica Inn

It was a cold grey day in late November. The weather had changed overnight, when a backing wind brought a granite sky and a mizzling rain with it, and although it was now only a little after two o’clock in the afternoon the pallor of a winter evening seemed to have closed upon the hills, cloaking them in mist. It would be dark by four. The air was clammy cold, and for all the tightly closed windows it penetrated the interior of the coach. The leather seats felt damp to the hands, and there must have been a small crack in the roof, because now and again little drips of rain fell softly through, smudging the leather and leaving a dark-blue stain like a splodge of ink.

The wind came in gusts, at times shaking the coach as it travelled round the bend of the road, and in the exposed places on the high ground it blew with such force that the whole body of the coach trembled and swayed, rocking between the high wheels like a drunken man.

The driver, muffled in a greatcoat to his ears, bent almost double in his seat in a faint endeavour to gain shelter from his own shoulders, while the dispirited horses plodded sullenly to his command, too broken by the wind and the rain to feel the whip that now and again cracked above their heads, while it swung between the numb fingers of the driver.

The wheels of the coach creaked and groaned as they sank into the ruts on the road, and sometimes they flung up the soft spattered mud against the windows, where it mingled with the constant driving rain, and

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whatever view there might have been of the countryside was hopelessly obscured.

The few passengers huddled together for warmth, exclaiming in unison when the coach sank into a heavier rut than usual, and one old fellow, who had kept up a constant complaint ever since he had joined the coach at Truro, rose from his seat in a fury; and, fumbling with the window-sash, let the window down with a crash, bringing a shower of rain upon himself and his fellow-passengers. He thrust his head out and shouted up to the driver, cursing him in a high petulant voice for a rogue and a murderer; that they would all be dead before they reached Bodmin if he persisted in driving at breakneck speed; they had no breath left in their bodies as it was, and he for one would never travel by coach again.

Whether the driver heard him or not was uncertain: it seemed more likely that the stream of reproaches was carried away in the wind, for the old fellow, after waiting a moment, put up the window again, having thoroughly chilled the interior of the coach, and, settling himself once more in his corner, wrapped his blanket about his knees and muttered in his beard.

His nearest neighbour, a jovial, red-faced woman in a blue cloak, sighed heavily, in sympathy, and, with a wink to anyone who might be looking and a jerk of her head towards the old man, she remarked for at least the twentieth time that it was the dirtiest night she ever remembered, and she had known some; that it was proper old weather and no mistaking it for summer this time; and, burrowing into the depths of a large basket, she brought out a great hunk of cake and plunged into it with strong white teeth.

Mary Yellan sat in the opposite corner, where the trickle of rain oozed through the crack in the roof. Sometimes a cold drip of moisture fell upon her shoulder, which she brushed away with impatient fingers.

She sat with her chin cupped in her hands, her eyes fixed on the window splashed with mud and rain, hoping with a sort of desperate interest that some ray of light would break the heavy blanket of sky, and but a momentary trace of that lost blue heaven that had mantled Helford yesterday shine for an instant as a forerunner of fortune.

Student response: Du Maurier demonstrates how boring the day is through her careful use of adjectives such as ‘cold’ and ‘grey’ both of these have connotations of lifeless experiences which may be what Du Maurier is trying to create. Du Maurier’s use of pathetic fallacy suggested a mysterious and negative day is upon us by using ‘the weather had changed overnight’, this shows the atmosphere is changing, becoming darker and more cynical. The short syntax at the start of the opening emphasises the simplicity of that statement in an attempt to show the basis of the day in a way to engage the reader from the start. The personification of the mist suggests even

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natural elements are negative in this area as it has ‘cloaking them in mist’, this would shroud and hinder people which is a mean thing to do. As well as this ‘cloaking’ suggests they need to be concealed possibly making them mysterious and therefore we threat them with suspicious. The second short sentence creates a tense atmosphere and a sense of anticipation as ‘it would be dark by four’ suggesting the dark holds something unexpected which will causes the reader to believe the day will continue to evolve and become very dramatic when it is dark. Du Maurier creates the day as omnipotent and intrusive as she uses the verb ‘penetrated’ which suggests there is no escape from the menacing day.

Examiner’s comments: The command word is ‘how’ and emphasis is placed on ‘effects’ to help keep the question clear and unambiguous, as well as point students to consider the effect on the reader. The skills section of the mark scheme clearly describes different levels of attainment/ability working up through the levels. Each level has an overarching statement concerning understanding/awareness of language. This is reinforced by the content-related descriptor section which exemplifies different levels of possible student response related to the level to which the exemplification is attached. So the indicative content is not arbitrary – it is focused, specific and useful for examiners, teachers and students. Lower levels reward descriptive statements, middle levels reward elaboration with reference to how they work, and highest levels reward linkage between use of language and effects on the reader that can be complex and detailed. For example, at the top of the levels (Level 4) comments are perceptive and detailed: • Shows detailed and perceptive understanding of language • Analyses the effects of the writer’s choices of language • Selects a judicious range of relevant quotations • Uses sophisticated subject terminology accurately. Here, the candidate shows perceptive and detailed understanding of language and uses a range of relevant quotations to merit a mark in Level 4.

Q 3 You now need to think about the whole of the source.This text is from the opening of a novel.How has the writer structured the text to interest you as a reader?

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You could write about:• what the writer focuses your attention on at the beginning• how and why the writer changes this focus as the extract develops• any other structural features that interest you. Student response:The writer focuses the reader’s attention on the weather as the very start of the novel. This will set the scene for the reader before introducing any characters. The writer constantly reminds the reader how bad the weather is, at the start with the descriptive words emphasising the surroundings. And then in the middle where the writer starts writing about the people in the coach, when the woman says “she remarked for at least the twentieth time that it was the dirtiest night she ever remembered”.

The writer develops from talking about the weather to talking about the coach driver and the coach traveling. She still references to the weather throughout the description of the coach driver. For example “in a faint attempt to gain shelter from his shoulders”, the word shelter references to rain which she talks about in the first paragraph. Also “between the numb fingers of the driver” references to the “cold grey day in late November” in the first paragraph. From talking about the driver, the writer moves on to talk about the passengers in the coach.

Examiner’s comments: The passage for consideration is the whole text. The command word ‘How’ signals comment/explanation/analysis; the word ‘structured’ focuses the AO and the word ‘interest’ offers further guidance to what the question requires. This is achieved with simple, concise wording. In this way we will make the question accessible to students of all abilities. The student is aware of development from weather, to the coach driver, and then the coach itself. There is some awareness of how the weather relates to the driver with the reference to him “in a faint attempt to gain shelter from his shoulders”. This response shows some understanding of structure, with some relevant examples and attempt to comment on effect. It merits a mark in Level 2.

Q4 Focus this part of your answer on the second half of the source, from line 18 to the end.

A student, having read this section of the text said: “The writer brings the very different characters to life for the reader. It is as if you are inside the coach with them.” To what extent do you agree? In your response, you could: • write about your own impressions of the characters • evaluate how the writer has created these impressions

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• support your opinions with quotations from the text.

Student response: To a large extent, I agree with the reader. I think because the writer had described the characteristics. The weather also helps as I feel that each character’s view as they saw the weather allows us to empathise with their feelings. For example, the fact that all the passengers “huddled together” for warmth, exclaiming in unison” shows that they are all cold and frightened for they “huddled together”. They must all be terrified and are feeling and thinking the same. They are “exclaiming in unison”. The use of the word “exclaiming” just shows us how scared they must be, and how terrified because of the weather. By them all being together and acting as one, I feel as if I am there too, with them. As Mary Yellan sits in the “opposite corner” from the others implies that she feels secluded and alone but she sits where rain fell through a crack in the roof. I am sympathetic towards her and feels as though I want to go and comfort her in some way. Especially because her eyes were “fixed” on the window and she seemed to be hoping “with desperate interest that some ray of light would break the heavy blanket of sky”. The use of the descriptive phrase “desperate interest” shows that she is hoping with all her might that something will happen and stop herself and the others on the coach, feeling discombobulated. Normally blankets make you feel protected and warm, but in this case, she was hoping that “some ray of light would break the heavy blanket”. This blanket was smothering and suffocating them and she seeked a saviour, the Sun. Reading this, I think and want the same as she does. I feel as though I too am on the coach, seeking protection. Examiner’s comments: The reading source utilises line numbers. Command words are set out in two forms – the question: To what extent do you agree? And the bullet points: consider, evaluate, support. The question clearly states which part of the text is to be considered; clearly indicates the focus on characters and clearly indicates the evaluative/judgemental requirement in relation to the AO. This question is intended to be the most challenging reading question of this paper. The question has the capacity to elicit perceptive evaluation showing both involvement in, and objectification of, the text and, for less able students, limited, simple comments which, nevertheless offer some level of considered and supported opinions and show at least a limited ability to approach judgements. The mark scheme supports discrimination as described above. As the final reading question on this paper, this signals the end of the assessment journey and as such requires the student to be synoptic in bringing together their learning from the two-year course and the reading skills that they have developed.

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This response shows evidence that all of the criteria for Level 3 has been achieved, with some additional evaluative and perceptive comments into Level 4. The student sets out a clear view of the statement at the start of the response. A good point is made about the weather, with a quoted example, and the way it creates empathy between the reader and characters. The focus on the word “exclaiming” shows a closer level of analysis. The final statement brings the response back to the question and helps to keep it specific to the task.

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WRITINGWHAT DO YOU HAVE TO DO FOR PAPER 1 WRITING?

Section B (question 5) of English language paper 1 is a WRITING question.

KEY SKILLS – CONTENT is convincing and crafted/clear and chosen for effect ORGANISATION is structured, developed, complex and

varied/engaging and connected SENTENCES are consistently/mostly secure and accurate

You will have a choice of two questions. They will be creative tasks and the focus will either be NARRATIVE or DESCRIPTION.

On the following pages you will find checklists, tips and toolkits for different types of writing, as well as exam style questions for you to practise planning and writing in timed conditions.

S Senses Describe what can be seen, heard, smelled, touched or tasted.

O Onomatopoeia A sound word.S Simile Describing something by comparing it to

something else using “as” or “like”.M Metaphor Describing something as something it is

not.A Alliteration Two or more words beginning with the

same sound.T Three (rule of) A list of three words or phrases to build up

an impression.E Emotive language Words and phrases designed to get an

emotional response from the reader.

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WRITING CHECKLIST

Sentence structures: Rhetorical question – Is it fair to assume that all teenagers are

the same? Short sentence – I didn’t think so. Simple sentence (includes only one idea) – I am dreading the

English exam. Compound sentence (two simple sentences joined by ‘and’ or ‘but’)

– I am dreading the English exam but Lucy is looking forward to it.

o TOP TIP – replace the ‘and’ or ‘but’ in a compound sentence with a semi-colon – I am dreading the English exam; Lucy is looking forward to it.

Complex sentence (a main clause with one or more subsidiary clauses; it may use because, since, after, although, or when) – I am dreading the English exam although I needn’t.

‘Backwards’ sentence (where the dependant clause comes first, separated by a comma) – I haven’t revised, so I am dreading the exam.

Subordinate clause first – Having spent all weekend revising, Jack felt prepared for the exam.

Punctuation: Apostrophes –

o use to show possession – That is Lucy’s coat. The dogs’ bowls are in the kitchen.

o use to join two words – Do not = don’t. Will not = won’t. Shall not = shan’t, etc.

o DO NOT USE IN PLURALS . Parenthetic commas – use to insert extra information in a sentence

– Lucy, who had done lots of revision, was really confident about the exam.

Commas to separate clauses - Having spent all weekend revising, Jack felt prepared for the exam.

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Top tips for writing for paper 1

Read both questions and select oneFATP the tasks Plan for 6 - 7 paragraphsSpend 10 minutes planning, 30 minutes writing, 5 minutes checkingUse a range of devices suited to audience and purposeMake sure that ideas within paragraphs are developed Use the descriptive structure frameworkUse a range of sentence starts and sentence typesUse a range of punctuation accurately and for effectUse a one sentence paragraph for effectChallenge: Can you develop a whole text message or strong emotion?

Narrative structure

• Start: describe setting• 2nd paragraph: introduce characters• 3rd paragraph: build to key event• 4th paragraph: one sentence. Moment of impact• 5th paragraph: describe impact in detail• 6th paragraph: character’s feelings• End: describe setting again using phrases from the start

• Describe same= things coming round full circle• Describe different= impact of event

Descriptive structure

• Start: describe overview setting• 2nd paragraph: zoom in on a key character or detail.• 3rd paragraph: zoom in on a key character or detail. Try to show

contrast.• 4th paragraph: one sentence. Change the mood.• 5th paragraph: describe impact of the mood changer• End: describe overview setting again using phrases from the start

• Describe same= things coming round full circle• Describe different= impact of event

Descriptive writing plan

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Paragraph 1: Describe overview setting

The fiery, golden orb rose up from the horizon spreading its magnificent rays of light everywhere…

Tip: Start with the sky and then move down to the setting if the picture is outside.

Silence held the bus in its calm embrace.Tip: If inside, start with the sound…

Paragraph 2: Zoom in on a key character or detail.

Tip: Try to include metaphors and adverbial sentences.

Paragraph 3: Zoom in on a key character or detail.

Tip: Try to include similes and lists.

Paragraph 4: 1 sentence. Change the mood.

Tip: Use a semi-colon and be dramatic.

Paragraph 5: Describe the impact of the mood changer

Tip: Change the mood. Show contrast to paragraph 2 and 3.

Paragraph 6: Describe overview setting again using phrases from the start

• Description the same= things coming round full circle• Description different= impact of event and change

Paper 1 writing tasks

As part of your revision, plan answers to the tasks below. Include what you will talk about in each paragraph and also descriptive words and phrases, language devices and paragraph links.

Write answers to some of the questions using the top tips and writing checklist to help you.

1. Think of a place, either from your imagination, or which you know already. Describe this place at two different times. It might be somewhere you know or somewhere from your imagination.

2. Describe somewhere so that what you saw or felt at the time is communicated to your reader. You might choose one of the following:

a town at night a bustling city centre a busy or quiet beach scene

3. Focusing on the people, the atmosphere and your emotions, describe how you felt during a visit to one of the following:

a pop concert a sporting event the doctor's or dentist's surgery a school play

4. Thinking about a visit or place from your past that has a special place in your memory (or an imaginary place) describe the scene so clearly that your reader will feel as if he or she were there.

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AQA English Language paper 1Sample exam with example student responses and examiners comments

Q5 You are going to enter a creative writing competition. Your entry will be judged by a panelof people of your own age.Either: Write a description suggested by this picture (visual image provided).Or: Write the opening part of a story about a place that is severely affected bythe weather.(24 marks for content and organisation 16 marks for technical accuracy)[40 Marks]

Student response: The train came to a jolting standstill as I peered out of the steam covered window of the train. Rain cascaded down the window, droplets racing to reach the bottom, merging to form a single trail of brown tinged liquid. The exterior of the vehicle was being subjected to the endless battering of the coastal waves reaching high above the cliff who’s edge we teetered on. The train swayed in sympathy with the fierce will of the sea, but the sound of metal screeching against metal stirred cries out of children all along the carriage. Sparks erupted dramatically from the lights that ran all the way down the aisle of the train, causing a sympthony of screams to sound. I sighed at the hopeless situation tucking my hair behind my ear in quiet contemplation. I meditated on the likelihood of my reaching the isolated and far off manner which was my destination.

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My umbrella languished lazily against the seat beside me; I doubled the protection it would offer against the torrential rain and howling winds. People clambered for the train to continue along its slow procession, others demanded refunds, the braver among them argued for compensation. I rose, picking up my basket from the soft, dry, inviting seat on which it rested retrieved my umbrella and made for a back exit. The wooden panelled, varnished oak door, sliding it backwards and descreetly slipping outside. Closing the door behind me, I wrapped by cloak around me, securing the clasp around my neck and pulling the warm, velvet hood forward as far as possible to shroud my face. I instintly came under assault from the ebracive weather, the gusts of icy wind nearly knocking me of balance, as powerful and numbing as if they were breathed from the bellows of the arctic itself. Looking to my left I judged my chances of making it if I jumped off the precarious joining of the two carriages, I thought I could make it. I threw my umbrella and basket to the ground with a thud. They landed just inside the railway tracks, I would have leap further. Suddenly the train began to move, hurtling forward with a lurch, and I heard someone exclaim that a girl was about to jump, please would someone save her from the sinful destination she would surely reach if she was not stopped! I leapt before anyone could stop me throwing myself forward as far as I could will myself. The gravelled grown grated my skin and the coastal salt stung like venom. I watched my belongings become churned debris by the unstoppable wheels of the train, a sickening crunch like bone as it rolled over my few possessions. With the train departed, I was left with no shelter and was almost swallowed by a consuming wave, which frothed at the edges like a rabid dog. Thoroughly drenched and almost completely disheartened, I stood, unstable on my weakened limbs, and trudged through the sludge of the sodden banks to a mud path, marked by a weather beaten sign post. “Larkly manor 10 miles” pointed the smug directions. I waded my way in the direction of this aloot manor, my face numb with cold and lashes frozen to my face. Clenching my fist around my dripping skirt, I moved relentlessly on, making slow process with the weight of my sodden fabrics, pulling me down like a ball and preventing me from reaching my distant goal, the never ending journey narrowing my insides, pushing me to cry out as the hail began to fall like invisible dagger and mist shrouded all in front of me like the devils cloak.

Examiner’s comments: The choice of visual stimulus or task is designed to appeal to all students. It must be stressed that the outcome of this question is a piece of creative writing that will be rewarded against a common, skills-based mark scheme regardless of the starting prompt. The choice of an optional prompt in this question is a valid one, it recognises that not all students will respond to a

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single prompt in the same way and ensures that they are not disproportionally penalised. Some students may more easily access a written prompt for creative writing and some more easily access a visual prompt. In all cases the success of the response is based on a common skills-based mark scheme. Here, in this response, in relation to AO5, it merits a mark in Level 4. It is convincing and crafted. Organisation is developed and improves. In relation to AO6, it is judged to be all Level 3: sentences and spelling mostly secure and accurate. Some Level 4: sentence forms for effect and extensive vocabulary.

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PAPER 2ReadingExam tip: take four different colour highlighters into the exam, one for each question.

Question 1

Step 1: Read the question and identify the keywords and section of the text you are studying.Step 2: Now read the text line by line and identify the answers (you can put a tick or cross at the LEFT of the statements at this stage).Step 3: Now shade the four boxes which answer the question.

Question 2

KEY SKILLS - make clear/ perceptive inferences from both texts

Step 1: Read the exam question and identify the keywords. Look for the NARROW FOCUS of the question.Step 2: Read the modern text and identify three or four main points (use inference) about the text, relevant to the narrow focus of the question. Underline the quotations which prove.Step 3: Read the C19th text and identify three or four main points (use inference) about the text, relevant to the narrow focus of the question. Underline the quotations which prove.Step 4: Consider how the texts are similar/ different and link quotations from the two texts together.Step 5: Write THREE comparative paragraphs – you need to compare the texts in each paragraph.

Question 3

KEY SKILLS - explain/analyse the effects of the writer’s choices of language.

Step 1: Read the exam question and identify the keywords. Look for the NARROW FOCUS of the question.Step 2: Read the text and identify at least three of the writer’s thoughts and feelings. Underline the words/phrases that give you these ideas and identify language features if appropriate. Make sure you can link to message and the focus of the question. Aiming high: find more than one quotation for some points.Step 3: Write a clear overview which answers the question. Summarise the writer’s viewpoints and methods used.Step 4: Make three/four PEEL paragraphs. Each point should:

• Identify the writer’s viewpoint (use inference)• Include at least one quotation

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P: pointE:evidenceE:exploreL:link to the question.

• Analyse HOW the key words convey viewpoint • Name language devices if appropriate• Pick on keywords• Use inference words• Link to the question • Link to the text message• Be written in the third person.Aiming high: use small quotations and trying linking quotations together.

Question 4

KEY SKILL - Compares ideas and perspectives in a clear/ perceptive way

Step 1: Read the exam question and identify the keywords.Step 2: Read the modern text and identify three/four methods which are used by the writer to convey a view point. Make sure you can link to message.

Aiming high: find more than one quotation for some points.

Step 3: Read the older text and identify three/four methods which are used by the writer to convey a view point. Make sure you can link to message and text 1.

• Aiming high: find more than one quotation for some points.

Step 4: Select four points you will make about the use of methods. Make sure for each point you can talk about both texts and link to the message.

• Make a bullet point plan.

Step 5: Write a clear overview which answers the questions and links to both texts.

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Step 6: Make four PEEL paragraphs. Each point should:• Make points that use inference• Include a quotation from each text • Name a method from each text• Pick on keywords/ or explore in detail• Use inference words• Use comparison words• Link to the question • Link to the text message• Be written in the third person

• Aiming high: use small quotations and trying linking quotations together.

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P: pointE:evidenceE:exploreL:link to the question.

AQA English Language paper 2Sample exam with example student responses (extracts) and examiners comments

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Q2

Q3

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Q4

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WritingKEY SKILLS –

CONTENT is convincing and crafted/clear and chosen for effect ORGANISATION is structured, developed, complex and

varied/engaging and connected SENTENCES are consistently/mostly secure and accurate

WHAT DO YOU HAVE TO DO FOR PAPER 2 WRITING?

Section B (question 5) of both English language paper 2 is a WRITING question.

There will only be one question. It will ask you to write a NON-FICTION text, expressing your point of view on a topic.

On the following pages you will find checklists, tips and toolkits for different types of writing, as well as exam style questions for you to practise planning and writing in timed conditions.

A Alliteration Two or more words beginning with the same sound.

F Facts Something that can be proved to be true.O Opinions What someone thinks, not necessarily true.R Rhetorical questions A question to the reader.E Emotive language Words and phrases designed to get an

emotional response from the reader.S Statistics Facts involving numbers. TAKE CARE. These

MUST be realistic.T Three (rule of) A list of three words or phrases to build up

an impression.

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WRITING CHECKLIST

Sentence structures: Rhetorical question – Is it fair to assume that all teenagers are

the same? Short sentence – I didn’t think so. Simple sentence (includes only one idea) – I am dreading the

English exam. Compound sentence (two simple sentences joined by ‘and’ or ‘but’)

– I am dreading the English exam but Lucy is looking forward to it.

o TOP TIP – replace the ‘and’ or ‘but’ in a compound sentence with a semi-colon – I am dreading the English exam; Lucy is looking forward to it.

Complex sentence (a main clause with one or more subsidiary clauses; it may use because, since, after, although, or when) – I am dreading the English exam although I needn’t.

‘Backwards’ sentence (where the dependant clause comes first, separated by a comma) – I haven’t revised, so I am dreading the exam.

Subordinate clause first – Having spent all weekend revising, Jack felt prepared for the exam.

Punctuation: Apostrophes –

o use to show possession – That is Lucy’s coat. The dogs’ bowls are in the kitchen.

o use to join two words – Do not = don’t. Will not = won’t. Shall not = shan’t, etc.

o DO NOT USE IN PLURALS . Parenthetic commas – use to insert extra information in a sentence

– Lucy, who had done lots of revision, was really confident about the exam.

Commas to separate clauses - Having spent all weekend revising, Jack felt prepared for the exam.

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Paper 2 writing tasks

As part of your revision, plan answers to the tasks below. Include what you will talk about in each paragraph and also persuasive words and phrases, language devices and paragraph links.

Write answers to some of the questions using the top tips, writing checklist and tool kits to help you.

1. The world would be a happier and better place if cars / tobacco / television / computers, etc. (you choose a topic) had never existed. Write the text of a speech to your year group in which you argue either for or against this proposition.

2. Write an article for your school magazine in which you argue that schools should spend more money on... eg computer equipment and the Internet (you choose your topic).

3. Write an article for a magazine aimed at parents. Argue the case for or against teenage children being allowed to have a television in their bedroom to watch whatever they like, whenever they like.

4. Write an essay in which you argue either for or against the idea that the state should look after old people.

5. Write a letter to the letters page of your local newspaper in which you argue that your local council do not provide enough leisure and sport facilities for teenagers in your area.

6. The disciplining of children by smacking is often in the news. Write an article for your school magazine arguing for or against smacking by parents.

7. Write a letter to the local newspaper in which you argue for a change in the law to protect an aspect of the environment of your choice.

8. Your school has raised £5000.00. How should it spend this money? On better PE facilities? On better computer facilities? Donating it to a local children's charity. Write a letter to your headteacher persuading him or her to your point of view.

9. Your best friend is going through a bad time at home and is thinking of leaving home to live in London. Write a letter to your friend to persuade him or her not to leave.

10. Your local newspaper has launched a competition in which you are to write an article to try to persuade its readers to donate money towards

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new youth facilities in your area. Write an article in which you try to do this.

11. Your town needs tourists. Write an article for a magazine in which you promote your town and persuade people to come along and visit.

12. Write an article for your school newsletter, addressed to parents, which seeks to persuade them to be 'greener'.

13. Write a proposal to your head teacher to persuade him or her to offer an adventure-based holiday / school trip.

14. We have all seen 'disaster' holidays on the TV. Write a letter to a travel company in which you try to persuade them that your holiday was not up to standard and that you deserve compensation.

15. Think of a school event in which you have taken part, perhaps a trip or a drama production, or alternatively you could imagine such an event. Write an article for a newsletter for parents in which you inform them about the educational value of the event in which you took part. The purpose is to entice parents to support school events in general.

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Writing to PERSUADE

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Language devices: Direct address Exaggeration Adjectives Rhetorical questions Facts Opinions Repetition Emotive language Statistics (TAKE CARE) Three (magic)Top tips:

Use a rhetorical question at or near the beginning.

In your introduction, state briefly what your content will be.

Write about three main points, in detail.

To conclude, summarise your points.

Text types: Letter (formal or informal) Speech Leaflet Article

Examples and openings:

Write a letter to a friend persuading them to come with you to volunteer at a charity shop.Dear …Have you ever thought about how much time we waste playing on Candy Crush? Don’t you think we could do something more productive with our time? Well, how about we…

Write a letter to the local council persuading them to do something about the problem of litter in your area.Dear Sir/madamDo you like our area being treated as a litter bin? Do you like having to wade through discarded chip wrappers, plastic bottles and cigarette ends every time you leave the house? Then do something about it!

Write a speech for a student assembly persuading people to join a sports team.Fellow couch potatoes, don’t you think it’s time we all got more active? I do.

Write a leaflet attracting families to your local leisure centre.Are you stuck for something to do at the weekend? Are you fed up with the kids moaning that they are bored? Then why don’t you…

Write an article for a travel magazine promoting your local area.Have you ever thought of Barnsley as a holiday destination? No? I thought not. But Barnsley has lots to offer the potential holiday maker.

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Writing to ARGUE

Text types: Letter (formal or informal) Speech Article

Top tips: Use a rhetorical question at or

near the beginning. In your introduction, state

briefly what your content will be.

Write about three main points, in detail.

To conclude, summarise your points.

Language devices: Direct address Exaggeration Alliteration Rhetorical questions Facts Opinions Repetition Emotive language Statistics (TAKE CARE) Three (magic)

Examples and openings:

Write a letter to a friend putting forward arguments for and against going out at the weekend.Dear …Are you still undecided about whether to come out or stay in on Saturday? Well, let’s think about the advantages and disadvantages of both.

Your local newspaper has printed an article about troublesome teens in your area. Write to them expressing your opinion about the behaviour of teenagers.Dear EditorI find the opinions expressed in your article about teenagers absolutely outrageous. I can understand why some people have a bad impression of young people, but it is only the minority who deserve such a reputation. Let me defend the majority by telling you some facts about local teenagers.

Write a speech for the school governors arguing for a change in uniform.I feel that our school uniform is old fashioned and needs an update. I know that some people feel that the uniform should not change as people identify it with the school, but I believe that everyone would soon get used to a new image.

Write an article for a school magazine putting forward arguments for and against allowing students to leave school at lunch time.There are both advantages and disadvantages to allowing students to leave school at lunch time.

BE CLEAR whether you are being asked to present BOTH sides of an argument, or argue your point of view – in which case decide whether to argue for OR against.

Words for POSITIVE points:AdvantageBenefitGainPlus point

Words for NEGATIVE points:DisadvantageDrawbackShortcomingDifficultyProblem

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Writing to INFORM

Text types: Letter (formal or informal) Speech Leaflet Article Report Review

Language devices: Direct address Facts Opinions Repetition Statistics (TAKE CARE)

Top tips: In your introduction, state

briefly what your content will be.

Write about three main points, in detail.

To conclude, summarise your points.

REPORTS: Very formal Objective language

Examples and openings:

Write a letter to a family member telling them the arrangements for a surprise party.Dear …I can now let you know all the arrangements for Granny’s 90th birthday party, including what the venue is like, what the menu choices are and how we plan to organise the surprise.

Your school has organised a trip to a theme park. Write a letter to parents informing them about arrangements for the day.Dear Sir/madamI can now confirm the arrangements for next week’s trip to Alton Towers: times of departure and arrival; travel arrangements; cost, and what your child needs to bring.

Write a speech for the class telling them about what happened at a student council meeting.Classmates, I would like to advise you of the findings of the recent meeting which considered your feelings about school dinners, the uniform and the timings of the school day.

Write a leaflet informing Y6 students what to expect at your secondary school.I’m sure that you have lots of questions about what secondary school will be like. This leaflet will tell you what to expect about school dinners, teachers and lessons, and after school clubs and activities.

Write an article for a school magazine informing teenagers on the dangers of smoking.Do you know what smoking does to your body? What it does to your appearance? How it makes you look to other people? Read on and I will tell you.

You have been asked by your school governors to write a report about after school clubs and activities; whether they meet the needs of the students, and, if appropriate, how they could be improved.This report has been written to inform you about after school clubs and activities and whether they meet the needs of the students. It considers the views of students of all year groups as well as the opinions of the staff.

Formal letters tool kit

Both addresses – yours right, theirs on the left

Clear introduction to subject and view with conclusion that links and/or mirrors

Connectives to sequence points

A one sentence paragraph for effect

Sign off accurately:Yours faithfully if you don’t know their nameYours sincerely if you know their name (NEVER s and s together – sir and sincerely)

PURPOSE – ARGUEAlliterationFactsOpinionsRepetition and rhetorical questionEmotive languageStatistics (TAKE CARE)Three (rule of)Counter argument to criticiseConnectives to sequence and compareExamples

Use of first person plural: ‘we’, ‘our’, ‘usDirect address – ‘you’

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STOCK PHRASESSurely, you would/ wouldn’t …Of course, it is fair to say that…It is true to say that… however…One argument presented is… although…

There is evidence to suggest that…Some may suggest that…I(firmly) believe that…This poses a real problem/threat/worry…Whilst I fully appreciate that…It is fully understood that…We must…I hope that…

Informal Letters toolkit

One address – yours on the rightDate underneath addressClear introduction to subject and view with conclusion that links and/or mirrorsConnectives to sequence pointsA one sentence paragraph for effectContractions to create an informal toneSign off accurately:Yours sincerely

Purpose to persuadeAlliterationFactsOpinionsRepetition and rhetorical questionEmotive languageStatistics (TAKE CARE)Three (rule of)Connectives to sequence and compareExamples to develop and personalise ideasUse of first person plural: ‘we’, ‘our’, ‘us’

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STOCK PHRASES

You might be able to … You could…. Try….Why not try … Think about .. Make sure that you…Imagine if….You should be careful to ..Don’tDoDon’t worry if ..Always remember that ..Be careful toAnother thing to think about is Direct address -you

Article writing tool kit

Structure:Headline or article titleKeep it shortMake it catchyGive an idea of what the rest of the article will be about.Introduction of the articleGive a brief outline of the subjectKeep this section to a few initial ideas and sentencesMain body of the articleTry to answer all the reader’s questions like ‘why’, ‘how’ and ‘what’Make each paragraph relevant to the subject or the title of the articleAdd plenty of detail so your reader fully understands youAnswer the important points in this sectionConclusion of the articleThis should always be at the endGive a summary of the articleGive recommendations/overview linked to introduction.

Layout:Always have a headline or article title.Use sub-headings to guide your reader.

Language:To persuade: Emotive language, direct address, imperative verbs, questions, list, repetition, facts and opinions.

Examiner’s Tip:Make the first paragraph engaging so your reader wants to read on!

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Film review tool kit

Film title. You could also include a star rating here.Can you add a catchy heading? Introduction: what you expected from the film Genre: what type of film is it? Does it have a message?Plot: what happens in the film? Does the plot make sense? Is it easy enough to follow? Is it believable?Characters: Who are the main characters and what are they like? Who are the actors playing these parts, and are they good in the parts?What is the camerawork/ animation like? If there are special effects, what are they like? Are there beautiful scenes? Did you enjoy the film? Why/why not? What were its good and bad points?Write about a scene you particularly enjoyed or remembered. Why was it good/ memorable?Would you recommend this film? To what sorts of people? Why?Are there any other films you can compare this film to?

Remember: Set your work out in paragraphsTake care with spelling and punctuationMake the review interesting to read by choosing your language carefullyWrite in the first person and try to address the reader directly. For example: ‘I urge you to go and see this film- it’s brilliant!’

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Sentence Stems

Argue Persuade Advise Inform ExplainPutting forward your argumentIt can also be argued that …A further argument in favour of…An additional point is that…Another factor to be considered is ..

For emphasisThe most important aspect…It is perfectly clear …Common sense dictates that …On balance …

Anyone in their right mind can see that ..It is obvious that…Central to this argument is …It is crucial that ..The essence of he argument is ..

Research reveals that …The evidence clearly shows that …Statistics confirm that ..

CounterargumentOpponents declare … but …Some people believe that ..Despite the view that …Contrary to popular belief …

EndingsThere can be only one conclusion …The only solution is …

Rhetorical questionsDo they really think that …What would the consequences be if …What would happen if …Do we really want to …

Some people think ….All reasonable people think …

It would be useful to consider …In my experience …It is frightening to think that ..We need to make sure that …I have no doubt at all that …Imagine what would happen if ….I am sure you will agree that …

By far the best solution would be …

ImperativesDo …Don’t…Try…Think about…Consider…Make sure that…Be careful to…Be confident about …Rhetorical questionsWorried about...?Feeling ..?Not sure if..?Reassuring PhrasesYou might be able to…You could always…There’s no need to worry about …It’s a good idea to..One thing you could try is…It’s okay to…Always remember that…You should be careful to …If you …. then you could …I understand that you feel …One solution might be to …Another possibility would be to …If you don’t … then you couldIn order to avoid …I think you should ..If on the other hand, then …And finally…

There are many kinds of …The one I am most interested in isThere are many reasons for …By far the most interesting aspect …If you want to … then you need to …In order to begin you need to …Make sure that you …Some people enjoy …Other kinds of …

It is known that …One of the most important points is …The main facts are …

SequenceThe first thing to do is …Later on …

Cause and EffectAnother reason …This is because …In addition to this …

The most important …Above all else …

This happens because …This occurs because…A further explanation is that…An alternative explanation is…

This causes…This makes…The effect of this is…As a result of this…

EndingAs a result …Consequently …Inevitably ...

Formal Letter Informal LetterLayout: your address, date, their address, Dear full name or Sir/ Madame, yours sincerely if you know the name, yours faithfully if you don’t.

Tone: formal and objective.

Layout: your address, date, Dear/Hi first name, informal end ( lots of love, best wishes )

Tone: personal and conversational.

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Language: facts, statistic (TAKE CARE), opinions, emotive vocabulary, connectives, lists and counter arguments.

No contractions (e.g. don’t) or abbreviations.

Language: humour, emotive punctuation (? ! - …), emotive words, contractions, abbreviations, questions and conversational phrases (well, anyway O.K.)

Report SpeechLayout: title and subheading

Tone: formal and objective.

Language: third person, facts, statistics (TAKE CARE), opinions, emotive vocabulary, connectives, lists and imperative verbs.

No contractions (e.g. don’t) or abbreviations.

This must be in the third person and very formal.

Tone: this depends on the task. Look for clues in the question like lively, which means interesting, and consider the audience/ situation.

Language: direct address, humour, emotive punctuation (? ! - …), emotive words, questions, lists, repetition, facts, statics (TAKE CARE), opinions, alliteration, imperative verbs, hyperbole, a slogan and short sentences for impact.

You will need to use a lot of language devices!

Leaflet ArticleLayout: headline/title, subheadings, bullet point list, images, captions, web-address/ contact details and logo.

Tone: this depends on the task. Look for clues in the question like lively, which means interesting, and consider the audience/ situation.

Language: Direct address, emotive words, questions, lists, repetition, facts, statistics (TAKE CARE), opinions, alliteration, imperative verbs, hyperbole and short sentences for impact.

Remember to provide clear information even if you also need to persuade.

Layout: headline, subheadings, images and captions.

Tone: this depends on the task. Look for clues in the question like lively, which means interesting, and consider the audience/ situation.Language:This will depend on the purpose. Consider which one or more of the following you are trying to do: To persuade: Emotive language, direct address, imperative verbs, questions, list, repetition, facts and opinions.To entertain: Emotive language, humour, similes, metaphors, personification and alliteration. To inform: Emotive language, facts, opinions, lists and statistics (TAKE CARE).

Make the first paragraph engaging so your reader wants to read on!

Planning sheet paper 2

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Paragraph 1 OpeningWhat is your view?

I’d like to start by welcoming everyone here today to discuss the important issue of …Include a question with a short answer.

Paragraph 2: a second person address to the audience

Firstly, let me tell you ….Give a reason to support your view. Give an example, fact or opinion to support.

Paragraph 3: emotive language

Another important point to consider is …Give a second reason to support your view. Give an example, fact or opinion to support. Include emotive words.

Paragraph 4: rhetorical questions

This will be your 1 sentence paragraph. Ask your question again.

Paragraph 5: ending

Let me end by saying …Go over your main ideas. Try to list your reasons.End with your question.

AQA English Language paper 2Sample exam with example student responses and examiners comments

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