GCSE English Language (Sets 1 – 4)

Unit 1: Non-fiction and media texts (2 hours and 15 mins)

Exam date: 2nd June 2015 (am)

Paper 1 section A – Non-fiction and Media. (60 mins)What do I have to do?

read unseen texts make a summary of the key ideas answer comprehension questions evaluate the language used in the texts recognise and evaluate the effectiveness of media techniques identify facts and opinions

Points to remember – this section is testing your ability to read for meaning although your writing is not assessed it is important to write clearly you need to back up points you make about language and style with quotations

Revision points Non – fiction Who is the narrator? What is the intended target audience? How could you explain this text to another person in a simple way? What are they writing for? – purpose Who are they writing for? – audience What similar techniques do they use? What different techniques do they use? How effective are they? – which is better and why? COMPARE!

Analysing a text.Refer to –

Layout/ type of text Use of pictures / fonts Emotive language – negative and positive Similes / metaphors Rhetorical questions, alliteration Tone – informal, formal, humorous Use of facts, statistics or opinion Use of personal pronouns – you, we, us, our etc Use of headlines / text boxes Repeated word or phrases

Paper 1 section B - Writing(60mins)

What do I have to do? write a text in a particular style consider a certain target audience use language features to make my writing better write as accurately as I can

Points to remember – read the question carefully look for your target audience and the purpose of your writing write with the correct layout and style for your given text type use interesting words write in sentences! And paragraphs! Write slowly Proof read your writing at the end of the exam

Points to revise – how to write a letter how to write an article – don’t worry about columns how to write an agony Aunt column how to use adjectives / adverbs to improve description when to use capital letters key spellings

In English Language ...

an A* student:

is concise and precise in responses to texts. shows flair in developing ideas and refers in detail to aspects of language, structure and

presentation. can make highly original comparisons within and between texts. demonstrates flair and attention to detail with content, language choice, punctuation and tone. produces writing which can be subtle and sophisticated and in which technical elements are

almost faultless.

an A Grade Student:

can understand and analyse different interpretations of a text. develops ideas and refers in detail to aspects of language, structure and presentation. can make apt and careful comparison within and between texts. experiments with a range of styles and chooses language carefully. structures work carefully so that ideas flow seamlessly from one point to the next and surprises

the reader with techniques such as surprise, shock and direct addresses to provoke a reaction. Uses vocabulary and punctuation in varied and ambitious ways that show an ‘adult writer’ at

work in a sustained, committed and persuasive way.

a B Grade Student: is confident to put forward their own ideas and opinions when giving an analytical response. can identify the techniques used by the writer to create meaning. can explore how a writer influences the way a reader may respond to a text. supports points with detailed references to language, theme and structure. is confident in choosing the right style and tone for a piece of work. produces work which is always accurate in terms of spelling and punctuation and uses structure,

shape and punctuation to engage the reader.

a C Grade student: can give opinions and make judgements about a text shows understanding of what a writer means and how s/he puts across their ideas. explains why a writer has ordered their ideas in a particular way. explains why a writer uses certain words and phrases. examines how a writer uses themes in their writing. shows a clear understanding of when to use different formats and styles consistently uses a range

of sentence structures confidently uses subordinate clauses especially to vary sentence openings and grab the reader’s

interest. shows development of themes, ideas and characters. consistently uses a wide range of vocabulary. produces work that is accurate and well structured.

GCSE English (Sets 5-6 )

Unit 1 Non-fiction and media texts (2 hours and 15 mins)

Exam date: 2nd June 2015 (am)

Section A (Reading) 60 mins

What do I have to do? read unseen texts answer comprehension questions evaluate the language used in the texts evaluate the presentational features used recognise and evaluate the effectiveness of media techniques identify facts and opinions

Points to remember – this section is testing your ability to read for meaning although your writing is not assessed it is important to write clearly you need to back up points you make about language and style with quotations

Revision points Non – fiction Who is the narrator? What is the intended target audience? How could you explain this text to another person in a simple way?

Analysing a media textRefer to –

Layout/ type of text Use of pictures / fonts Emotive language – negative and positive Similes / metaphors Rhetorical questions, Alliteration Tone – informal, formal, humorous Use of facts or statistics or opinion Use of personal pronouns – you we us our etc Use of headlines / text boxes Repeated word or phrases

Paper 1 section B Writing (60 mins)

What do I have to do?

write a text in a particular style consider a certain target audience use language features to make my writing better write as accurately as I can use ideas from section A of the paper and my own

Points to remember – read the question carefully look for your target audience and the purpose of your writing write with the correct layout and style for your given text type use interesting words write in sentences! And paragraphs! Write slowly Proof read your writing at the end of the exam

Points to revise – how to write a letter how to write an article – don’t worry about columns how to write an agony Aunt column how to use adjectives / adverbs to improve description when to use capital letters key spelling

In writing an argument give reasons for your points In argument writing give both sides of the argument Argue what other people would say first Then argue your case with evidence Give an introduction and conclusion

in persuasive writing use persuasive techniques Rhetorical question, lists of three, emotive language, personal pronouns Be careful with fact and opinion Give an introduction and conclusion Remember target audience and purpose

when writing to advise give reasons for advice consider the imagined situation and position of the reader paragraph carefully use personal experience

GCSE English Literature(Sets 1 – 4 only)

Exam dates: Unit 1 18th May 2015 (am)

Unit 2 22nd May 2015 (am)

Unit 1 - Outline

In this unit you will study two modern texts and one which will require you to explore a culture different

from your own. On this exam paper, the word ‘modern’ means any text that was written after 1945.

When you study your texts for Unit 1, you will look at three different areas:

Ideas, themes and issues

Characterisation

Settings

But one very important area you must never forget is to think about how the writer uses language and

structure to build their text.

Unit 1 – the Exam

The key information about the Unit 1 is as follows:

You will have 1 hour 30 minutes to complete the tasks.

Two sections to complete.

Section A on your modern text.

Section B on your text from other cultures.

You can bring your books but they must be ‘clean’ – no annotations.

Unit 1 – The Assessment Objectives

Assessment Objectives are the things that your teacher and the examiner want you to be able to do

when you write your answers on the Unit 1 exam.

You can see the Assessment Objectives for Unit 1 in the following table:

Assessment

Objective

What is it asking for? In Student-Speak

AO1

Respond critically and

imaginatively; select and

evaluate relevant textual detail

to illustrate and support

interpretations

Come up with your own

ideas about the texts.

Use and comment on

quotations to support your

ideas.

AO2

Explain how language, structure

and form contribute to writers’

presentation of ideas, themes

and settings.

Write about features of

language and structure that

you think are effective.

Explain how the use of

language links to the ideas

that the writer is trying to

explore in the text.

AO4

Relate texts to their social,

cultural and historical contexts;

explain how texts have been

influential and significant to self

and other readers in different

contexts and at different times.

Say how the text has been

influenced by the time in

which it was written.

Explain how texts have had

an influence on their readers.

Understanding the Mark Scheme

TO KILL A MOCKINGBIRD – DIFFERENT CULTURES sets 1 and 2

Characters:

Jean Louise “Scout” Finch -  The narrator and protagonist of the story. Scout lives with her father, Atticus, her brother, Jem, and their black cook, Calpurnia, in Maycomb. She is intelligent and, by the standards of her time and place, a tomboy. Scout has a combative streak and a basic faith in the goodness of the people in her community. As the novel progresses, this faith is tested by the hatred and prejudice that emerge during Tom Robinson’s trial. Scout eventually develops a more grown-up perspective that enables her to appreciate human goodness without ignoring human evil.

Atticus Finch -  Scout and Jem’s father, a lawyer in Maycomb descended from an old local family. A widower

with a dry sense of humour, Atticus has instilled in his children his strong sense of morality and justice. He is

one of the few residents of Maycomb committed to racial equality. When he agrees to defend Tom Robinson,

a black man charged with raping a white woman, he exposes himself and his family to the anger of the white

community. With his strongly held convictions, wisdom, and empathy, Atticus functions as the novel’s moral

backbone.

Jeremy Atticus “Jem” Finch -  Scout’s brother and constant playmate at the beginning of the story. Jem is

something of a typical American boy, refusing to back down from dares and fantasizing about playing football.

To get a C you must Focus on the question.

Use effective quotations to prove your points.

Explain the effects of language on the reader.

Include a range of points in your answer.

To get an A* you must Keep the focus on the question all

the way until the end of your answer.

Write with insight – get to the core of what the writer is trying to say.

Use quotation analytically.

Make evaluative comments on language / structure.

Suggest different interpretations of the text.

Other things to remember!

Re-read the novel several times before the examination.

Keep thinking about quotations that you could use in your answer.

Try and think of a range of points you could use in your answer.

Four years older than Scout, he gradually separates himself from her games, but he remains her close

companion and protector throughout the novel. Jem moves into adolescence during the story, and his ideals

are shaken badly by the evil and injustice that he perceives during the trial of Tom Robinson.

Arthur “Boo” Radley -  A recluse who never sets foot outside his house, Boo dominates the imaginations of

Jem, Scout, and Dill. He is a powerful symbol of goodness swathed in an initial shroud of creepiness, leaving

little presents for Scout and Jem and emerging at an opportune moment to save the children. An intelligent

child emotionally damaged by his cruel father, Boo provides an example of the threat that evil poses to

innocence and goodness. He is one of the novel’s “mockingbirds,” a good person injured by the evil of

mankind.

Bob Ewell -  A drunken, mostly unemployed member of Maycomb’s poorest family. In his knowingly wrongful

accusation that Tom Robinson raped his daughter, Ewell represents the dark side of the South: ignorance,

poverty, squalor, and hate-filled racial prejudice.

Charles Baker “Dill” Harris -  Jem and Scout’s summer neighbour and friend. Dill is a diminutive, confident

boy with an active imagination. He becomes fascinated with Boo Radley and represents the perspective of

childhood innocence throughout the novel.

Miss Maudie Atkinson -  The Finches’ neighbour, a sharp-tongued widow, and an old friend of the family.

Miss Maudie is almost the same age as Atticus’s younger brother, Jack. She shares Atticus’s passion for

justice and is the children’s best friend among Maycomb’s adults.

Calpurnia -  The Finches’ black cook. Calpurnia is a stern disciplinarian and the children’s bridge between the

white world and her own black community.

Aunt Alexandra -  Atticus’s sister, a strong-willed woman with a fierce devotion to her family. Alexandra is the

perfect Southern lady, and her commitment to propriety and tradition often leads her to clash with Scout.

Mayella Ewell -  Bob Ewell’s abused, lonely, unhappy daughter. Though one can pity Mayella because of her

overbearing father, one cannot pardon her for her shameful indictment of Tom Robinson.

Tom Robinson -  The black field hand accused of rape. Tom is one of the novel’s “mockingbirds,” an

important symbol of innocence destroyed by evil.

Link Deas -  Tom Robinson’s employer. In his willingness to look past race and praise the integrity of Tom’s

character, Deas epitomizes the opposite of prejudice.

Mrs. Henry Lafayette Dubose -  An elderly, ill-tempered, racist woman who lives near the Finches. Although

Jem believes that Mrs. Dubose is a thoroughly bad woman, Atticus admires her for the courage with which

she battles her morphine addiction.

Nathan Radley -  Boo Radley’s older brother. Scout thinks that Nathan is similar to the deceased Mr. Radley,

Boo and Nathan’s father. Nathan cruelly cuts off an important element of Boo’s relationship with Jem and

Scout when he plugs up the knothole in which Boo leaves presents for the children.

Heck Tate -  The sheriff of Maycomb and a major witness at Tom Robinson’s trial. Heck is a decent man who

tries to protect the innocent from danger.

Mr. Underwood -  The publisher of Maycomb’s newspaper. Mr. Underwood respects Atticus and proves his

ally.

Mr. Dolphus Raymond -  A wealthy white man who lives with his black mistress and mulatto children.

Raymond pretends to be a drunk so that the citizens of Maycomb will have an explanation for his behaviour. In

reality, he is simply jaded by the hypocrisy of white society and prefers living among blacks.

Mr. Walter Cunningham -  A poor farmer and part of the mob that seeks to lynch Tom Robinson at the jail.

Mr. Cunningham displays his human goodness when Scout’s politeness compels him to disperse the men at

the jail.

Walter Cunningham -  Son of Mr. Cunningham and classmate of Scout. Walter cannot afford lunch one day

at school and accidentally gets Scout in trouble.

Themes

Themes are the fundamental and often universal ideas explored in a literary work.The Coexistence of Good and Evil

The most important theme of To Kill a Mockingbird is the book’s exploration of the moral nature of human

beings—that is, whether people are essentially good or essentially evil. The novel approaches this question by

dramatizing Scout and Jem’s transition from a perspective of childhood innocence, in which they assume that

people are good because they have never seen evil, to a more adult perspective, in which they have

confronted evil and must incorporate it into their understanding of the world. As a result of this portrayal of the

transition from innocence to experience, one of the book’s important subthemes involves the threat that

hatred, prejudice, and ignorance pose to the innocent: people such as Tom Robinson and Boo Radley are not

prepared for the evil that they encounter, and, as a result, they are destroyed. Even Jem is victimized to an

extent by his discovery of the evil of racism during and after the trial. Whereas Scout is able to maintain her

basic faith in human nature despite Tom’s conviction, Jem’s faith in justice and in humanity is badly damaged,

and he retreats into a state of disillusionment.

The moral voice of To Kill a Mockingbird is embodied by Atticus Finch, who is virtually unique in the novel in

that he has experienced and understood evil without losing his faith in the human capacity for goodness.

Atticus understands that, rather than being simply creatures of good or creatures of evil, most people have

both good and bad qualities. The important thing is to appreciate the good qualities and understand the bad

qualities by treating others with sympathy and trying to see life from their perspective. He tries to teach this

ultimate moral lesson to Jem and Scout to show them that it is possible to live with conscience without losing

hope or becoming cynical. In this way, Atticus is able to admire Mrs. Dubose’s courage even while deploring

her racism. Scout’s progress as a character in the novel is defined by her gradual development toward

understanding Atticus’s lessons, culminating when, in the final chapters, Scout at last sees Boo Radley as a

human being. Her newfound ability to view the world from his perspective ensures that she will not become

jaded as she loses her innocence.

The Importance of Moral Education

Because exploration of the novel’s larger moral questions takes place within the perspective of children, the

education of children is necessarily involved in the development of all of the novel’s themes. In a sense, the

plot of the story charts Scout’s moral education, and the theme of how children are educated—how they are

taught to move from innocence to adulthood—recurs throughout the novel (at the end of the book, Scout even

says that she has learned practically everything except algebra). This theme is explored most powerfully

through the relationship between Atticus and his children, as he devotes himself to instilling a social

conscience in Jem and Scout. The scenes at school provide a direct counterpoint to Atticus’s effective

education of his children: Scout is frequently confronted with teachers who are either frustratingly

unsympathetic to children’s needs or morally hypocritical. As is true of To Kill a Mockingbird’s other moral

themes, the novel’s conclusion about education is that the most important lessons are those of sympathy and

understanding, and that a sympathetic, understanding approach is the best way to teach these lessons. In this

way, Atticus’s ability to put himself in his children’s shoes makes him an excellent teacher, while Miss

Caroline’s rigid commitment to the educational techniques that she learned in college makes her ineffective

and even dangerous.

The Existence of Social Inequality

Differences in social status are explored largely through the overcomplicated social hierarchy of Maycomb, the

ins and outs of which constantly baffle the children. The relatively well-off Finches stand near the top of

Maycomb’s social hierarchy, with most of the townspeople beneath them. Ignorant country farmers like the

Cunninghams lie below the townspeople, and the white trash Ewells rest below the Cunninghams. But the

black community in Maycomb, despite its abundance of admirable qualities, squats below even the Ewells,

enabling Bob Ewell to make up for his own lack of importance by persecuting Tom Robinson. These rigid

social divisions that make up so much of the adult world are revealed in the book to be both irrational and

destructive. For example, Scout cannot understand why Aunt Alexandra refuses to let her consort with young

Walter Cunningham. Lee uses the children’s perplexity at the unpleasant layering of Maycomb society to

critique the role of class status and, ultimately, prejudice in human interaction.

Motifs

Motifs are recurring structures, contrasts, and literary devices that can help to develop and inform the text’s

major themes.

Gothic Details

The forces of good and evil in To Kill a Mockingbird seem larger than the small Southern town in which the

story takes place. Lee adds drama and atmosphere to her story by including a number of Gothic details in the

setting and the plot. In literature, the term Gothic refers to a style of fiction first popularized in eighteenth-

century England, featuring supernatural occurrences, gloomy and haunted settings, full moons, and so on.

Among the Gothic elements in To Kill a Mockingbird are the unnatural snowfall, the fire that destroys Miss

Maudie’s house, the children’s superstitions about Boo Radley, the mad dog that Atticus shoots, and the

ominous night of the Halloween party on which Bob Ewell attacks the children. These elements, out of place in

the normally quiet, predictable Maycomb, create tension in the novel and serve to foreshadow the

troublesome events of the trial and its aftermath.

Small-Town Life

Counterbalancing the Gothic motif of the story is the motif of old-fashioned, small-town values, which manifest

themselves throughout the novel. As if to contrast with all of the suspense and moral grandeur of the book,

Lee emphasizes the slow-paced, good-natured feel of life in Maycomb. She often deliberately juxtaposes

small-town values and Gothic images in order to examine more closely the forces of good and evil. The horror

of the fire, for instance, is mitigated by the comforting scene of the people of Maycomb banding together to

save Miss Maudie’s possessions. In contrast, Bob Ewell’s cowardly attack on the defenceless Scout, who is

dressed like a giant ham for the school pageant, shows him to be unredeemably evil.

Symbols

Symbols are objects, characters, figures, and colours used to represent abstract ideas or concepts.

Mockingbirds

The title of To Kill a Mockingbird has very little literal connection to the plot, but it carries a great deal of

symbolic weight in the book. In this story of innocents destroyed by evil, the “mockingbird” comes to represent

the idea of innocence. Thus, to kill a mockingbird is to destroy innocence. Throughout the book, a number of

characters (Jem, Tom Robinson, Dill, Boo Radley, Mr. Raymond) can be identified as mockingbirds—

innocents who have been injured or destroyed through contact with evil. This connection between the novel’s

title and its main theme is made explicit several times in the novel: after Tom Robinson is shot, Mr.

Underwood compares his death to “the senseless slaughter of songbirds,” and at the end of the book Scout

thinks that hurting Boo Radley would be like “shootin’ a mockingbird.” Most important, Miss Maudie explains to

Scout: “Mockingbirds don’t do one thing but . . . sing their hearts out for us. That’s why it’s a sin to kill a

mockingbird.” That Jem and Scout’s last name is Finch (another type of small bird) indicates that they are

particularly vulnerable in the racist world of Maycomb, which often treats the fragile innocence of childhood

harshly.

Boo Radley

As the novel progresses, the children’s changing attitude toward Boo Radley is an important measurement of

their development from innocence toward a grown-up moral perspective. At the beginning of the book, Boo is

merely a source of childhood superstition. As he leaves Jem and Scout presents and mends Jem’s pants, he

gradually becomes increasingly and intriguingly real to them. At the end of the novel, he becomes fully human

to Scout, illustrating that she has developed into a sympathetic and understanding individual. Boo, an

intelligent child ruined by a cruel father, is one of the book’s most important mockingbirds; he is also an

important symbol of the good that exists within people. Despite the pain that Boo has suffered, the purity of his

heart rules his interaction with the children. In saving Jem and Scout from Bob Ewell, Boo proves the ultimate

symbol of good.

Suggested Essay Topics

1 . Analyse the childhood world of Jem, Scout, and Dill and their relationship with Boo Radley in Part One.

2 . How do Jem and Scout change during the course of the novel? How do they remain the same?

3 . What is Atticus’s relationship to the rest of Maycomb? What is his role in the community?

4 . Discuss the role of family in To Kill a Mockingbird, paying close attention to Aunt Alexandra.

5 . Examine Miss Maudie’s relationship to the Finches and to the rest of Maycomb.

6 . Discuss the author’s descriptions of Maycomb. What is the town’s role in the novel?

7 . Analyse the author’s treatment of Boo Radley. What is his role in the novel?

OF MICE AND MEN – DIFFERENT CULTURES sets 3 - 4

Looking at questionsLook at the following question.

‘We kinda look after each other.’ This is how George describes his relationship with Lennie. Explain the nature of their relationship.

Consider: their physical differences other characters’ reactions to their

friendship the advantages and disadvantages of

the relationship for each of them clues about their past the shooting of Lennie.

When you first see an examination question, the first thing to do is to decide what sort of question it is. In this instance the question is a ‘character’ question

about George and Lennie and more particularly how they relate to each other. What this question really asks is: What is the friendship between George and Lennie like?

After deciding what the question is about, you should carefully examine the bullet points. The examiner will expect you to write about each of these points. Check that you could write something relevant about each of the bullet points. For example, you may feel confident in your knowledge of George and Lennie but this question also asks you to consider how other characters react to their friendship, so you will need to think about what you could write for that bullet point too.

Writing an essay planWriting a plan is an essential part of essay writing. It helps you to:

organize your ideas stay on track instead of wandering off the

point ensure that you are always writing

something that is relevant to the question.

Writing an essay plan is also helpful because it allows you to check whether you have enough ideas and information to answer a particular question in an examination.

Our sample essay question has bullet points to assist you. The advantage of this type of question is that it

already gives you a good basic structure for the main part of your essay. Each bullet point can form one or two paragraphs in your essay. However, it is crucial that you jot down ideas which you will use for each bullet point. Look at the following example, which addresses the first bullet point in the essay question:

start of novel, George and Lennie introduced – opposites

George is smaller but he’s in charge; Lennie is child-like

Lennie is compared to a bear.

Your plan should not be too long. You don’t need to write out your ideas in full. You can just write a few notes to remind yourself of the ideas you will use in your essay.

Make a short plan for each of the other bullet points. Remember that you don’t need to write out your ideas in full and you can also jot down any quotes you think you might use.

Writing an introductionAn essay introduction should refer to the question in some way. You don’t need to repeat the question but you do need to show the examiner that you have understood it. For example, to answer the question on page 24 above, you might start with:

The relationship between Lennie and George seems an unlikely one, but both men benefit from it.

Your introduction does not need to be very long but you need to let the examiner know where you are going with your argument. You can use the ideas in your plan to do this.

Using quotationsYou can either use quotations which are separate from your writing and start a new line, or you can use embedded quotations. Here is an example of a longer separate quotation:

An advantage of the relationship for both men is that they have someone who cares for them:

‘Guys like us, that work on ranches, are the loneliest guys in the world … With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us.’

This type of longer, separate quotation is usually used to emphasise a point that the writer is making. However, you must be careful that your quotation is not too long. You don’t get extra marks for copying out long sections of the novel.

The other type – the embedded quotation – is usually just a few words from the novel inserted into a sentence. Here is an example:

We know that George has known Lennie for a long time: ‘Him and me was both born in Auburn.’

An embedded quotation can be a sophisticated way of using quotations in your essay. It is a good way of showing the examiner that you have good overall knowledge of the novel. Another advantage of using embedded quotations is that they don’t interrupt the flow of your writing, as a separate quotation might. However, the most important thing when using either type of quotation is that the quotation is relevant and helps you explain your point in some way.

Remember: even though using quotations is important when you are answering your essay question, making close references to the text can also be very effective. Look at this example:

Rather than let Lennie face an angry mob, George chooses to shoot him in the most compassionate way he can think of, by asking Lennie to remember the dream they shared and shooting him from behind.

This extract shows knowledge of the novel and offers a personal interpretation of the text. The writer not only demonstrates a knowledge of what happens at this point in the novel, but does so without simply retelling the story.

Find quotations in Chapter 1 to support the following points:

Steinbeck creates an idyllic setting at the start of the novel

George is convinced that the bus driver deliberately dropped them off at the wrong place

George doesn’t trust Lennie to remember things

George can be short-tempered with Lennie.

Once you’ve found your quotations, experiment with using separate and embedded quotations. Write a few sentences about each bullet point.

Write an introduction to our sample essay question.

Linking paragraphsWe have already discussed how each bullet point in the sample question can be used to make one or two paragraphs. However, some candidates find it difficult to link their paragraphs together so that their essay flows, rather than jumping from one subject to another. When you write your essay plan you may notice that the ideas you have for one bullet point are connected to other ideas you want to use for other bullet points. If this is the case you can use these ideas to help your essay flow easily from one paragraph to another. Look at this example (in bold) of a phrase that links a following paragraph with the previous paragraph:

George is described as small and quick, dark of face, with restless eyes and sharp, strong features.Lennie is described as the opposite to George: we are told that he is a huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders.

As well as looking very different, it soon becomes clear that George and Lennie play very different roles in their relationship …

Many candidates overuse the word ‘but’ to link their ideas. Instead you could use:

However Yet On the other hand In contrast to this Another example is A different example is

Practise using these expressions in your essays to help your writing to become more fluent.

Writing a conclusionThe purpose of a conclusion is to sum up your ideas and show that you have come to a considered point of view after discussing the ideas in the question. Sometimes an essay question will ask you if you agree or disagree with a particular statement. You

might have stated both sides of the argument in your essay. If this is the case then you will need to say which side of the argument you agree with more in your conclusion.

You can include some of your own personal ideas about the question in your conclusion. This can be helpful because it shows the examiner that you have your own independent ideas about the novel.

However, the most important thing about a conclusion is that you refer back to the question. This shows the examiner that you haven’t lost sight of your original purpose in writing the essay. The tone of your conclusion should show that you have an ‘overview’ of your whole essay. You could use phrases like;

‘after examining several aspects of this question, it seems to me that ...’

Or ‘after discussing both sides of the argument, it has become clear that ...’

Statements like this show the examiner that you have weighed up the points that you have made in your essay and arrived at a final decision about the question which was asked.

What other words or expressions could you add to the list above which would help your writing to flow?

Modern Text: An Inspector Calls – Set 1 only.

Make notes on the following:

Ideas, themes and issues: class and social status status and wealth social responsibility socialism and capitalism community a changing world/society changing values personal morality guilt and honesty blame the generation gap conscience sex and marriage gender roles and stereotypes the supernatural time

Characterisation: Inspector Goole (and his role as a staging device) Mr Birling Mrs Birling Sheila Birling Eric Birling Gerald Croft Eva Smith What each character represents or symbolises The effect each character has on the audience

Form and structure: The 3 unities (time, place, action) Cyclical nature of play Dramatic irony End of the acts (cliff-hangers) Exits and entrances Lighting Stage directions Use of props Chain of events Monologue (narration of past events rather than seeing the action) Interrogation of each character The use of Eva Smith (and the fact that she is never seen on stage) Genre

Setting:

Social welfare (compare 1912 to 1945) Wealth of the Edwardian middle-upper classes Suburban house Social class and relationship/attitudes between the classes Contrast of inside and outside Historical setting (e.g. Titanic, World Wars, gender stereotypes, role of

women, General Strike, 1912 vs. 1945) Socialism and capitalism

Language: Dramatic irony Monologue Dialogue Hyperbole Use of questions Realistic language Mystical language Rhetorical devices (used by Goole) Interjections/interruptions/justifications

Possible ideas for exam questions (Please note: these aren’t real exam questions. Look at AQA sample exam papers to see the format of exam questions)

Modern Text: The Crucible – Sets 1 and 3Make notes on the following:

Ideas, themes and issues: Religion and intolerance Envy Revenge Fear Identity and reputation Loyalty McCarthyism and communism Justice Power and authority

Characters and characterisation: John Proctor Elizabeth Proctor Abigail Williams Reverend John Hale Parris The Putnams Danforth The Nurses Giles Corey Tituba The Girls Hathorne and the court officials

Form and structure: The 3 unities (time, place, action) Dramatic irony Public and domestic settings End of the acts (cliff-hangers) Exits and entrances Lighting Stage directions Use of props Chain of events Monologue (narration of past events rather than seeing the action) Interrogation of each character Genre The build up of tension

Language: Dramatic irony Monologue Dialogue Hyperbole Use of questions Realistic language Archaic language Rhetorical devices Interjections/interruptions/justifications Imagery and symbolism Accent and dialect Latin and Biblical language.

Setting: Theocracy Puritans – frustrations and rebellions New World (Massachusetts 1692) Importance of land ownership Women’s roles Domestic and public scenes America 1950s Miller’s experiences

Possible questions:

Compare the roles that Elizabeth Proctor and Abigail Williams play in The Crucible.

How does John Proctor’s great dilemma change during the course of the play?

Why are Danforth, Hathorne, and the other authorities so resistant to believing the claim that Abigail and the other girls are lying?

What kind of government does Salem have? What role does it play in the action?

Analyse Reverend Parris. What are his motivations in supporting the witch trials?

Discuss the changes that Reverend Hale undergoes in the course of the play.

Modern text: Sunlight on the Grass – Set 4

Make notes on the following:For each story what are the:

Plots Characters

Settings Themes Structures

Language: Dialogue Hyperbole Use of questions Realistic language Rhetorical devices Imagery and symbolism Accent and dialect Personification Metaphor Simile Powerful adjectives Emotive language Motivational language

Possible questions:

How does the writer present (name of a character) in each of the stories?How does the writer present feelings (in each of the stories)?How does the opening prepare the reader for the rest of the story?How do you think the title is significant to the story and how does the writer make you think as you do?Write about the way the writer presents a relationship.

General points to remember -

You need to understand that each question will contain one or more key words and these will tell you what is expected. Key words include:

Explain and Describe: Both these imply development and detailExplore: Gives you the opportunity to give a wide and personal response within the context of the questionCompare: Implies contrast as wellSupport your ideas and refer to text: Reminders that you must givedetails and/or quotations.

Question Words:

How? / In what ways? / To what extent? Suggests a rather open question, a chance to explore an issue or a set of issues.

What do you think? / What are your feelings? Are both triggers to a personal viewpoint. Reasoned responses are preferable to unsupported assertions.

What impression do you get? What are your views of (say a character) from the way in which she/he has been portrayed and presented?

How effective? What does this aspect (e.g. language) add to your understanding of or interest in the text? What impact does it have on the reader?

Prompts on the examination paper could include:You might like to consider These prompts are intended to help but you do not have to follow them exactly and may follow other ideas of your own.

You should write about You must make sure you cover each of the listed points.

Unit 2 Poetry - Outline

In this unit you will study a ‘cluster’ of poems from the Moon on the Tides anthology

When you study your texts for Unit 2, you will look at:

Ideas, themes and issues

Form and structure and language (including sound and imagery)

You will need to make comparisons across poems in the cluster you have studied

Unit 2 – the Exam

The key information about the Unit 2 is as follows:

You will have 1 hour 15 minutes to complete the tasks.

Two sections to complete.

Section A on your cluster (23% of the total GCSE marks.)

Section B on an unseen poem (12% of the total GCSE marks.)

You will be given a copy of all the poems they must be ‘clean’ – no

annotations.

Unit 2 – The Assessment Objectives

Assessment Objectives are the things that your teacher and the examiner want you

to be able to do when you write your answers on the Unit 2exam.

You can see the Assessment Objectives for Unit 2 in the following table:

Assessment

Objective

What is it asking for? In Student-Speak

AO1

Respond critically and

imaginatively; select and

evaluate relevant textual

detail to illustrate and

support interpretations

Come up with your own

ideas about the texts.

Use and comment on

quotations to support

your ideas.

AO2

Explain how language,

structure and form contribute

to writers’ presentation of

ideas, themes and settings.

Write about features of

language and structure

that you think are

effective.

Explain how the use of

language links to the

ideas that the writer is

trying to explore in the

text.

AO3

Make comparisons and

explain links between texts,

evaluating different ways of

expressing meaning and

achieving results,

Compare aspects of the

poems

Explain how the poems

have been crafted. (PEE)

Understanding the Mark Scheme

Top Revision Tip! Practise for the unseen question using poems from other clusters in your copy of Moon on The Tides.Once you have done a practice question, ask your teacher for feedback on your answer.

In English Literature:

an A* student:

is concise and precise in responses to texts. explores and evaluates alternative and original interpretations. shows flair in developing ideas and refers in detail to aspects of language, structure

and presentation. can make highly original comparisons within and between texts demonstrates flair and attention to detail with content, language choice,

punctuation and tone. Produces writing which can be subtle and sophisticated and technical elements are

almost faultless.

an A Grade Student:

To get a C you must Focus on the question.

Use effective quotations to prove your points.

Explain the effects of language on the reader.

Include a range of points in your answer.

To get an A* you must Keep the focus on the question all

the way until the end of your answer.

Write with insight – get to the core of what the writer is trying to say.

Use quotation analytically.

Make evaluative comments on language / structure.

Suggest different interpretations of the text.

Other things to remember!

Re-read the poems several times before the examination.

Keep thinking about quotations that you could use in your answer.

Try and think of a range of points you could use in your answer.

Make a grid where you set out how to compare poems from your cluster

can understand and analyse different interpretations of a text. can make clear references to different interpretations. develops ideas and refers in detail to aspects of language, structure and

presentation. can make apt and careful comparison within and between texts experiments with a range of styles and chooses language carefully structures work carefully so that ideas flow seamlessly from one point to the next

and surprise the reader with techniques such as surprise, shock and direct addresses to provoke a reaction.

Uses vocabulary and punctuation in varied and ambitious ways that shows an ‘adult writer’ at work in a sustained, committed and persuasive way.

a B Grade Student:

is confident to put forward their own ideas and opinions when giving an analytical response.

can identify the techniques used by the writer to create meaning. can explore how a writer influences the way a reader may respond to a text. supports points with detailed references to language, theme and structure. is confident in choosing the right style and tone for a piece of work. produces work which is always accurate in terms of spelling and punctuation and

uses structure, shape and punctuation to engage the reader.

a C Grade student:

can give opinions and make judgements about a text shows understanding of what a writer means and how s/he puts across their ideas. explains why a writer has ordered their ideas in a particular way. explains why a writer uses certain words and phrases. examines how a writer uses themes in their writing. shows a clear understanding of when to use different formats and styles consistently

use a range of sentence structures confidently use subordinate clauses especially to vary sentence openings and grab

the reader’s interest. shows development of themes, ideas and characters. consistently uses a wide range of vocabulary. produces work that is accurate and well structured .