Language revision

Tuesday 6 th June Paper 1: Fiction and Imaginative Writing1 hour 45 mins

Section A: ReadingQ1 – Finding a quote (5 mins)Q2 – Making an inference (5 mins)Q3 – Analysing language and structure (20 mins)Q4 – Evaluation (30mins)Section B: WritingImaginative writing (45 mins)

Monday 12 th June Paper 2: Non-fiction and Transactional Writing2 hours

Section A: ReadingQ1 – Finding a quote (2 mins)Q2 – Finding a quote and analysing language (4 mins)Q3 – Analysing language and structure to interest and engage (15 mins)Q4 – Finding a quote (2 mins)Q5 – Finding a quote and analysing language (4 mins)Q6 – Evaluation (20 mins)Q7a – Comparison – similarities (10 mins)Q7b – Comparison – similarities and differences (20 mins)Section B: WritingTransactional Writing (40 mins)

In the first exam, you have to complete two sections:

Section A: Reading. You will need to read a 19th century fiction text and answer four questions in which you will have to find quotations, make inferences, analyse the language and structure and evaluate the text.

Section B: Writing. You will need to choose one of two questions and construct an imaginative piece of writing.

Section A: Reading

Question One and Two

1. Underline the line reference.2. Box out the lines on the text.3. Re-read the question, identifying the focus.4. Highlight everything that is relevant to the question.5. Choose one phrase or sentence and copy this directly using quotation marks.

1. Step One: Underline the line reference

2. Step Two: Box out the lines on the text. Anything outside of these lines is not significant.

3. Step Three: Re-read question and identify the key focus.

4. Step Four: Highlight everything that is relevant to the question.

Question One

Question Two

5. Step Five: Choose one phrase or sentence and copy this directly using quotation marks.

Question Three – Analysing language and structure

Before you begin practising for this question, you must know the following techniques. If you know the following techniques, you will be able to analyse the text you have been given.

Language StructureNoun – a person, place or thingAbstract nouns - feelingsVerb – an action or a stateAdjective – a describing word (describes the noun)Adverb – a describing word (describes the verb)Intensifier – modifier that can add emotional intensityOxymoron – two opposing words

Short sentenceMulti clause sentence – a sentence containing lots and lots of clauses to build up detailsDeclarative sentence – a statementExclamatory sentence – a sentence ending in an exclamation (use of exclamation mark)Interrogative sentence – a questionImperative – a commandJuxtaposition – Structural contrast

Once you have revised the techniques, then you can begin by practising how to write a response.

1. Step One: Underline the line reference

‘First, it will turn white.’

‘The progress of his work was slower than expected.’

‘It stole away his senses.’

2. Step Two: Box out the line references in the text. Anything outside of these lines is not significant.

3. Step Three: Re-read question and identify the key focus.

4. Step Four: Highlight everything in the passage that tells you something about the question’s key focus – in this case, the narrator’s feelings about Bertha.

5. Step Five: Then go back over your highlights and label with the correct techniques that the writer has used identifying whether they are language techniques (L) or structural techniques (S).

6. Step Six: Choose 3-4 that you think are most effective in helping you to answer the question BUT ensure you have a balance between language techniques and structural techniques in your response.

Repetition (S) of ‘never’

Dash (S)

Repetition (S) of ‘false’

Adjective (S) ‘cruel’, worthless, detested

Repetition (S) of ‘She should’

Verb (L) ‘die’

Exclamatory sentence (S)

Noun (L) ‘power’, ‘hate’, ‘scorn’

Question (S) Yet what power had she?

7. Step Seven: Construct your 3-4 T(technique), E(example), E(Explanation), E(effect) paragraphs.

To highlight the different parts of my paragraph I have written the technique in bold, the example in italics and I have underlined the explanation and I have used both bold and underlining for the effect on the audience.

Repetition has been used to convey the narrator’s feelings towards Bertha in the line ‘and dwelt on a thousand charming scenes never to be renewed – never!’ This line tells us that he would reminisce about times gone by and believe that they wouldn’t ever happen again. The use of repetition suggests to the reader that he is so disturbed by those memories and dislikes Bertha so that scenes such as those would ‘never’ be visited again.

Adjectives have been used to convey the narrator’s feelings towards Bertha. This is evident through the use of ‘cruel’, ‘worthless’ and ‘detested’. These lines help to convey his negative feelings towards Bertha. The use of the adjective ‘cruel’ suggests to the reader that Bertha is mean and has treated him badly. The use of the adjective ‘worthless’ implies to the reader that she means nothing to him. Finally, the adjective ‘detested’ means that he hates her. The use of these adjectives combined connotes the negativity he feels towards her.

Dashes have been used to convey the narrator’s feelings towards Bertha. This is evident in the lines ‘I would not remain unrevenged – she should see Albert expire at her feet – she should die beneath my vengeance.’ These lines tells us that the narrator wants to see Bertha suffer. The use of the dashes convey to the reader that the narrator is pausing as he is thinking about how he would like to see Bertha suffer. The use of the verbs ‘expire’ and ‘die’ suggest that this suffering should be severe which connotes his intense feeling of hatred towards her.

Question 4

FOR GRADES 5-91. Underline the focus of the question. Q4 will always ask you to ‘evaluate how

successfully this is achieved’.2. Re-read the extract and highlight the key information/phrases in each

paragraph3. For each key phrase, explain the effect on the reader and of the writer (in note

form). Include an evaluative comment.4. Write up your answer in full sentences. Include evaluative language.

FOR GRADES 1-41. Underline the focus of the question. Q4 will always ask you to ‘evaluate how

successfully this is achieved’.2. Re-read the extract and highlight the key information/phrases in each

paragraph3. For each key phrase, explain/explore what the quote suggests.4. Write up your answer in full sentences. Include evaluative language if you can.

Step One: underline the focus of the question. Q4 will always ask you to ‘evaluate how successfully this is achieved’.

In this extract, there is an attempt to show how important it is to concentrate on a task.

Evaluate how successfully this is achieved.

Support your views with detailed reference to the text. (15)

Step Two: re-read the extract paragraph by paragraph and highlight the key information/phrases which relates to the focus in the question.

In this question: any reference to how each character demonstrates their commitment to concentrating on the creation of the potion and the effect of their behaviour.

Cornelius had watched for three days and nights and had not closed his eyes. The progress of his work was slower than he expected: in spite of his anxiety, sleep weighted upon his eyelids. Again and again he threw off drowsiness with more than human energy; again and again it stole away his senses. He eyed his crucibles* wistfully. “Not ready yet,” he murmured; “will another night pass before the work is accomplished? You are vigilant–you are faithful–you have slept, my boy–you slept last night. Look at that glass vessel. The liquid it contains is of a soft rose-colour: the moment it begins to change colour, awaken me–till then I may close my eyes. First, it will turn white, and then emit golden flashes; but wait not till then; when the rose-colour fades, rouse me.” I scarcely heard the last words, muttered, as they were, in sleep. Even then he did not quite yield to nature. “My boy,” he again said, “do not touch the vessel–do not put it to your lips; it is a philtre**–a philtre to cure love; you would not cease to love your Bertha– beware to drink!”

And he slept. His head sunk on his breast, and I scarce heard his regular breathing. For a few minutes I watched the vessel–the rosy colour of the liquid remained unchanged. Then my thoughts wandered–they visited the fountain, and dwelt on a thousand charming scenes never to be renewed–never! Serpents and adders were in my heart as the word “Never!” half formed itself on my lips. False girl!–false and cruel! Never more would she smile on me as that evening she smiled on Albert. Worthless, detested woman! I would not remain unrevenged–she should see Albert expire at her feet–she should die beneath my vengeance. She had smiled in disdain and triumph–she knew my wretchedness and her power. Yet what power had she?–the power of exciting my hate– my utter scorn–my–oh, all but indifference! Could I attain that–could I regard her with careless eyes, transferring my rejected love to one fairer and more true, that were indeed a victory!

A bright flash darted before my eyes. I had forgotten the medicine…I gazed on it withwonder: flashes of admirable beauty, more bright than those which the diamond emits when the sun’s rays are on it, glanced from the surface of the liquid; and odour the most fragrant and grateful stole over my sense; the vessel seemed one globe of living radiance, lovely to the eye, and most inviting to the taste. The first thought, instinctively inspired by the grosser sense, was, I will–I must drink. I raised the vessel to my lips. “It will cure me of love–of torture!” Already I had quaffed*** half of the most delicious liquor ever tasted by the palate of man, when the philosopher stirred. I started–I dropped the glass–the fluid flamed and glanced along the floor, while I felt Cornelius’s grip at my throat, as he shrieked aloud, “Wretch! you have destroyed the labour of my life!”

The philosopher was totally unaware that I had drunk any portion of his drug. His idea was, and I gave a tacit**** assent to it, that I had raised the vessel from curiosity, and that, frightened at its brightness, and the flashes of intense light it gave forth, I had let it fall. I never undeceived him.

crucibles* – containersphiltre** – a magic potionquaffed*** – drunktacit **** – unspoken

Step Three: for each key phrase, note in the margin the effect on the reader and of the writer.

Cornelius had watched for three days and nights and had not closed his eyes.

You are vigilant–you are faithful–you have slept, my boy–you slept last night. Look at that glass vessel

I scarcely heard the last words, muttered, as they were, in sleep.

For a few minutes I watched the vessel / Then my thoughts wandered

I had forgotten the medicine…I gazed on it with wonder:

I will–I must drink. I raised the vessel to my lips.

Totally focused on the task - dedication.

Commands the narrator with the task, - but clearly doubt exists

Realisation that the narrator is unreliable -

sense of foreboding increases.

Implies narrator’s lack of commitment – creates uneasiness

Sense of failure to task builds – juxtaposition as it ‘captures’ his attention

Narrator’s failure to follow instructions: raises sense of disaster

I started–I dropped the glass

The philosopher was totally unaware that I had drunk any portion of his drug.

Step Four: write up your answer in full sentences (use TEEE as a process). Include varied evaluative language to attain higher grades.

Example evaluative phrases/words (all can be made into adverbs)

Notably ExtensivelyComprehensive AppropriateSufficiently RelevantClear CarefullySuccessfully MasterlyUsefully CreativelyValuable EfficientAs we read this section we feel... because...

We are shocked/concerned by...

4. In this extract, there is an attempt to show how important it is to concentrate on a task.

Evaluate how successfully this is achieved.

Support your views with detailed reference to the text. (15)

In the opening sentence of the extract the writer establishes the dedication of Cornelius to his experiment, which effectively creates the sense of importance in what happens next. The way in which Cornelius hands over responsibility of the task to the narrator ‘You are vigilant – you are faithful – you have slept, my boy – you slept last night.’ clearly attempts to convince himself and the reader of the narrator’s ability to complete the task that he has begun. Furthermore, the repeated use of the personal pronoun ‘you’ fronting the short clauses emphasises to the reader that Cornelius is placing the success of his experiment in the hands of the young boy.

Further evidence that lack of concentration leads to failure

Outcome of failure to concentrate on task or instructions: indicates importance

Section B: Writing.

You will need to choose one of two questions and construct an imaginative piece of writing.

45 minutes

1. The question will be set out like this:

Answer ONE question. You should spend about 45 minutes on this section.

EITHER

5 Write about a time when you, or someone you know, experienced conflict. Your response could be real or imagined.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(40 marks)

OR

6 Look at the images provided. Write about a journey. Your response could be real or imagined. You may wish to base your response on one of the images.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(40 marks)

2. Read both questions carefully.3. Highlight the key words of the questions.

Answer ONE question. You should spend about 45 minutes on this section.

EITHER

5 Write about a time when you, or someone you know, experienced conflict. Your response could be real or imagined.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(40 marks)

OR

6 Look at the images provided. Write about a journey.

Your response could be real or imagined. You may wish to base your response on one of the images.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(40 marks)

4. Tackling question 5

5 Write about a time when you, or someone you know, experienced conflict. Your response could be real or imagined.

*Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

(40 marks)

Time- an event/ moment that you or your friend/ family member have been through. Any links to setting?

Think of different types of conflict/ internal conflict (face a tough decision) external conflict (a war/a fight)

Real – can you draw on a real story you know about (did it happen to you or someone else?

Imagined – use your thoughts to make up a story based on an internal or external conflict

6. The following assessment objectives are examined.

Writing Assessment Objectives:

AO5

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences

Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts

AO6 Candidates must use a range of vocabulary and sentence structures for

clarity, purpose and effect, with accurate spelling and punctuation

7.Complete a plan

If JK Rowling needs to make a plan before she writes – SO DO YOU!

7. Mindmap your ideas

Like JK Rowling has done you should plan for 2 things.

1. Content2. Structure

Vomit all the information into the mind map that you would like to include.

Then go through an place numbers beside your information. These numbers will indicate in what order you are going to place them in your essay.

Writing is like a house….

Method for a successful piece of Imaginative Writing

1. 5 paragraphs only (sometimes less is more)2. Begin with a bit of speech3. Rule of One! One hour/ one character/ one setting4. Focus on writing descriptively rather than narratively5. Use language techniques/ devices to enhance your writing (eg. metaphor,

alliteration, personification)6. Add a colour scheme to your writing (repeat ideas of red or grey to describe

something)7. Structure is important – repetition, beginning, middle, end, flash-back, flash-

forward8. Describe the weather – use pathetic fallacy in your writing9. Use punctuation to help you structure10. Literacy should be at the heart of your writing

A piece of writing is like a house. Every house has rooms (CONTENT). But for a house to stand it needs to have STRUCTURE. Please keep this analogy in mind when it comes to writing.

Sentence structure for effect

Modelled Example

One sentence paragraph for effect

Repetition of the word same to highlight similarities

Alliterative ‘b’ creates a plosive sound resembling the forcefulness of boxing

Change of pace between the two paragraphs – sentence structure reflects the pace and energy of the fight

Dialogue/ speech is used sparingly

Short, simple sentences used for effect

Bobby knew he would win.He was shirtless, his head low, neck naked and stiff

with fight. He smacked Connor hard.Bobby the Yid and the Gypsy Boy. Same weight, same height. Dragged into the same boxing club as boys. They’d skipped and sparred together for thirteen years. Won and lost the same. Trained on the same bags, on the same pads, at the same club, at the same time. They’d shared a childhood. Their bodies growing, battered and beaten and better again. Two faces of the club. The tale of the tape read the same for both fighters. Both brick-jawed, strong-legged boxers, built for the fight under the white lights. Nothing between them but the places they came from. And her.

Connor’s shot came back hard with a groan that came from his gut, cutting the corner of Bobby’s eye. Bobby first felt the sting and then the blood. Connor gave him two more, below the chin and another to the eye. Bobby rocked on his legs willing his head to keep him up. Connor’s punches were wild and hard. Bobby could feel the sharp pain from each gold ring stacked on his brawler’s fingers, and breathed in against the blows. They picked off skin. He heard shouts in the dark. Heard his own voice, choking through blood.

“Connor, how long have we known each other, you idiot; she’s just some stupid girl!”

Tips for the exam

This is your chance to show-off to the examiner how brilliantly you can write. It is very impressive if you have focused on not making any silly errors in

spelling, punctuation and grammar. Remember to keep your handwriting neat and legible. The examiner will not

spend time to try and decipher what you have written.

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