English Language Paper 2 PRE-GCSE walkthrough

MARKS AVAILABLE: 80 marks. Paper 2: Exam overview 15 minutes of ACTIVE reading time Section A: 40 marks, 45 minutes Section B: 40 marks, 45 minutes SECTION A – READING: Two non-fiction extracts linked by topic, but written in different centuries and taken from different genres. 4 questions – answer all of them! Q1 = 4 marks Q2 = 8 marks Q3 = 12 marks Q4 = 16 marks SECTION B – WRITING: Writing to present a viewpoint. Linked to the theme from Section A. Marks awarded for content and SPaG. 1 extended question in this section: Q5 = 40 marks (24 + 16) MARKS AVAILABLE: 80 marks. TIME ALLOWED: 1hr 45 mins (15 minutes ACTIVE reading then 1 minute per mark).

Active reading Read the texts through TWICE. On your SECOND reading: Highlight the key words/phrases/foci in the questions Draw boxes around the sections of the texts identified in the questions Highlight and label language features ready for question 3

Section a reading

Question 1 essential information WHAT SKILLS? Question 1 assesses the first part of AO1: ‘identify and interpret explicit and implicit information and ideas’. You must prove that you’ve understood what you have read – both the obvious bits and the more subtle bits (inferences). THE QUESTION: Will tell you to focus on a specific part of one of the sources – draw a box around this; Will offer you a number of statements – you have to identify the TRUE ones; Is worth 4 marks, so should take you a maximum of 5 minutes.

Question 1 examiner comments COMMON ERRORS: Misreading/misunderstanding the text; Not retrieving information from the stated lines. BE CAREFUL! There will often be a trick answer – one that is almost accurate, but not actually supported by the text. Three of the answers will be explicit, one will require inference skills.

Question 2 summary skills WHAT SKILLS? Question 2 assesses AO1: ‘identify and interpret explicit and implicit meanings in a text, selecting evidence to back up your ideas’. You must write a summary of the differences between the texts/viewpoints. THE QUESTION: Will tell you to focus on both sources; Is expecting you to include implicit and explicit information; Is expecting you to use quotations to support your points; Is worth 8 marks, so should take you a maximum of 10 minutes. BE CAREFUL! Referring to only one source will mean your mark is capped at level 2.

Question 2 How to answer it Aim to identify 3 differences. Use PEE paragraphs, selecting focused evidence that allows you to make inferences. Source A presents _______ as _________. We see this through the quote “_________”. This tells us/implies __________. However, Source B presents ____ as _____. Do this THREE times

Question 2 Examiner comments HINTS and TIPS: Only use quotations which allow you to infer something. Don’t try to include too many quotations as you won’t have time to explore them all in detail. Don’t spend too long on this question – 10 minutes maximum! COMMON ERRORS: Referring to only one source (maximum of half marks); Failing to infer; Not responding to the focus of the question; Trying to analyze language (assessed in Q3)

Question 3 language analysis WHAT SKILLS? Question 3 assesses AO2: ‘Analyze how writers use language to achieve effects, using relevant subject terminology’. You must analyse the effects of a writer’s language choices. THE QUESTION: Will tell you to focus on one source; Will give you a specific part of the source to focus on – draw a box around this; Is expecting you to use quotations to support your points; Expects you to apply accurate terminology throughout; Is worth 12 marks, so should take you a maximum of 15 minutes. TOP TIP Identifying the purpose of the text will help you explain the effects of language in more detail.

Question 3 How to answer it Aim to identify 3 language features. Use PEE/SPEED paragraphs, commenting on the effects of language and using terminology. On line ___, the writer uses [language feature] to create [link to focus of question]. We see this in the quote “______”, where the word/phrase/adjective/noun “_____” suggests/implies/tells the reader ______. The writer also creates [link to question] through his use of [language feature] as seen in the quote “_____”. Here, the word/phrase/noun/verb “____” implies to the reader that ______. The writer also uses [language feature] to create [link to focus of question].

Question 3 useful terminology Aim to identify 3 language features. Use PEE/SPEED paragraphs, commenting on the effects of language and using terminology. Noun/verb/adjective/adverb Simile Metaphor Alliteration/assonance/sibilance Onomatopoeia Personification Imagery Sensory description

Question 3 examiner comments HINTS and TIPS: Make sure you refer to the identified section of the source only. Comment on the effects of language choices. Identify the purpose of the source to help you identify relevant features. Use PEE paragraphs Say ‘word’ or ‘phrase’ if you’re unsure of terminology COMMON ERRORS: Incorrect terminology Feature-spotting rather than commenting on effects Lack of focused quotation to support points Failing to structure your response (SPEED/PEE etc.)

Question 4 comparative analysis WHAT SKILLS? Question 4 assesses AO3: ‘Compare writers’ ideas and perspectives, as well as how these are conveyed, across texts’ Put simply, you need to identify writers’ views and explain how they present these. THE QUESTION: Will tell you to focus on the whole of both sources; Is expecting you to use quotations to support your points; Is not directly language analysis – although this will form part of your response; Is worth 16 marks, so should take you a maximum of 20 minutes. HINT This question is designed to be the most challenging question in Section A, so don’t panic if you find it harder than the previous questions

Question 4 How to answer it Use PEE paragraphs Aim for 3 comparisons Use comparative vocabulary Question 4 How to answer it The writers of Source A and Source B appear to have different opinions/views about… In source A, the writer uses [method/technique] to show their view that… We see this in the quote “… …”. The use of [restate the method or focus on a key word] emphasises/has connotations of ... ... and creates the impression that the writer thinks/feels/believes that… However, in source B, the writer uses [method/technique] to show their view that… Do this 3 times!

Question 4 useful terminology METHODS/TECHNIQUES: Facts Humour Formal / informal language Imagery / descriptive language Emotive language Semantic fields Repetition Rhetorical devices Etc. COMPARATIVE VOCABULARY: However On the other hand In contrast But Contrary to this

Question 4 examiner comments HINTS and TIPS: Make sure you respond to the focus of the question. Compare views/attitudes, identify methods, include quotations. Plan your answer – divide the texts into 4 sections and take evidence from across these. Use comparative vocabulary. Aim for 3 comparisons COMMON ERRORS: Not focusing on the question Not identifying methods Not planning Not using comparative language

Section b writing

Question 5 presenting a viewpoint 40 marks (24 + 16) Maximum of 45 minutes Testing your ability to write in an engaging, accurate manner You are marked for content as well as SPaG There will only be ONE question – you MUST answer it! You will usually get a statement that you have to agree or disagree with. The sources in Section A will usually help you generate ideas.

The question… AQA has provided the following information about the task setting for this question. Purposes: Audiences: Given the nature of the tasks, in order to meet the requirements for AO6 (technical accuracy), the audiences will be FORMAL in nature. It would be useful to run through the requirements of each form and stick them into their books. Forms:

Question 5 expectations Essay As a minimum, students should include: a simple introduction and conclusion paragraphs.   More detailed/developed indicators of form could include: an effective introduction and convincing conclusion effectively/fluently linked paragraphs to sequence a range of ideas. Text of a speech As a minimum, students should include: a simple address to an audience sections a final address to an audience.   More detailed/developed indicators of form could include: a clear address to an audience effective/fluently linked sections to indicate sequence rhetorical indicators that an audience is being addressed throughout a clear sign off e.g. ‘Thank you for listening’. Article As a minimum, students should include: the use of a simple title paragraphs.   More detailed/developed indicators of form could include: a clear/apt/original title a strapline subheadings an introductory (overview) paragraph effectively/fluently sequenced paragraphs. Letter As a minimum, students should include: an indication that someone is sending the letter to someone paragraphs. More detailed/developed indicators of form could include: the use of addresses a date a formal mode of address if required e.g. Dear Sir/Madam or a named recipient effectively/fluently sequenced paragraphs an appropriate mode of signing off: Yours sincerely/faithfully. Text for a leaflet As a minimum, students should include: the use of a simple title paragraphs or sections. More detailed/developed indicators of form could include: a clear/apt/original title organisational devices such as inventive subheadings or boxes bullet points effectively/fluently sequenced paragraphs.  

Strongly disagree with the statement Strongly agree with the statement Question 5 introducing your viewpoint Whatever the form/purpose, you need a clear line of argument. You need to introduce your line of argument in your opening two sentences. Use a thesis statement to do this. For example… “In order to do their jobs effectively, modern-day police officers must be armed” Write an article for a broadsheet newspaper, explaining your point of view on this statement. Strongly disagree with the statement Strongly agree with the statement Police officers do not need to be armed. There are other ways to maintain law and order. Modern policing carries more risks than ever before. Police officers must be armed in order to protect themselves and the general public.

Question 5 linking ideas – connectives and discourse markers

Question 5 techniques to include Alliteration Anecdote Facts and statistics Opinions presented as fact Rhetorical questions Repetition Emotive language Triplets TOP TIP 1 Including rhetorical devices in your introductory paragraph will make your writing more engaging to the examiner. TOP TIP 2 High level candidates will also be able to recognise and undermine the counterargument: ‘Some people might argue that…, but they are wrong because…’

Question 5 - proof-read! 5 minutes Have you got accurate spelling throughout? What about homophones? Have you used accurate punctuation? Have you avoided comma splices? Have you used a range of artful sentences? Have you used Tip Top paragraphs? Have you varied your vocabulary?

Final advice

Stick to your timings and know what to write where! TOP TIP Use your reading time effectively and PLAN your responses. Final advice Read the sources first – ACTIVE reading Answer question 5 first – the sources will help you generate ideas Answer questions 1-4 in order; they are designed to act like a ladder Proof-read your answers Stick to your timings and know what to write where!