Paper 1: Tues 6th June GCSE English Language Paper 2: Mon 12th June Paper 1: Explorations in creative reading and writing 1 hour 45 mins 50% Paper 2: Writer’s viewpoints and perspectives 1 hour 45 mins 50% As we go through each question, add key tips to your P1 breakdown Reading – 40 marks 15 mins read and plan Find four… 4 marks 5 mins Language 8 marks 10 mins Structure 8 marks 10 mins Evaluate 20 marks 20 mins Writing – 40 marks Describe or narrate : choice from two questions 24 content 45 mins 16 accuracy Reading – 40 marks 15 mins read and plan Select four… 4 marks 5 mins Comprehension 8 marks 8 mins Language 12 marks 12 mins Compare 16 marks 20 mins Writing – 40 marks Write in a viewpoint 24 content 45 mins 16 accuracy

P1 Q1 The question will be… Paper 1: Tues 6th June P1 Q1 The question will be… Paper 2: Mon 12th June For this question, you will need to refer to Source A (it will tell you specific lines). Read again the first part of the source from lines … . List four things about … [4 marks] Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Paper 1: Tues 6th June Paper 1 Q1 Mark scheme Paper 2: Mon 12th June Give 1 mark for each point: • responses must be true, and drawn only from given lines of the text • responses must relate to the question asked • students may quote or paraphrase • a paraphrased response covering more than one point should be credited for each point made – but you must demonstrate evidence of identification of information that is specific to the focus of the question • responses that copy the whole section of the text word for word from given lines will not be credited any marks Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Paper 1 Q1 The examiner suggests… Tues 6th June Paper 1 Q1 Paper 2: Mon 12th June The examiner suggests… Spend 5 minutes maximum on this question. Start each sentence with the subject – your sentences must be written in FULL and make sense. You can copy down parts of the text, but it must make sense on its own. Assume the examiner is stupid – don’t put ‘her’ – use her name. Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Paper 1: Tues 6th June Example source Paper 2: Mon 12th June Source A: 21st Century prose-fiction It is an extract from the novel Harry Potter and the Goblet of Fire by J.K Rowling published in 2000. It tells the story of Harry Potter who is returning for his fourth year at Hogwarts School of Witchcraft and Wizardry. Do not ignore the blurb on the front – it will tell you what the source is about! Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

Paper 1: Tues 6th June The question will be… Paper 2: Mon 12th June Read again the first part of the source from lines 1 to 7. List four things about the house from this part of the source. [4 marks] The villagers of Little Hangleton still called it “the Riddle House,” even though it had been many years since the Riddle family had lived there. It stood on a hill overlooking the village, some of its windows boarded, tiles missing from its roof, and ivy spreading unchecked over its face. Once a fine-looking manor, and easily the largest and grandest building for miles around, the Riddle House was now damp, derelict, and unoccupied. Bronze – identify some information from a text Silver – identify most information from a text Gold – identify all information from a text

The question will be… Paper 1 Question 2 = 8 marks and 10 minutes Tues 6th June The question will be… Paper 2: Mon 12th June Paper 1 Question 2 = 8 marks and 10 minutes Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Paper 1 Q2 mark scheme Paper 1: Paper 2: Tues 6th June Mon 12th June Level Skills descriptors Level 4 – ‘Perceptive, detailed analysis’ 7-8 marks Analyses the effect of the writer’s choices of LANGUAGE Selects a judicious range of textual detail Makes a sophisticated and accurate use of subject terminology Level 3 – ‘clear, relevant explanation’ 5-6 marks Explains clearly the effects of the writer’s choices of LANGUAGE Selects a range of relevant textual detail Makes clear and accurate use of subject terminology Level 2 – ‘some understanding and comment’ 3-4 marks Attempts to comment on the effect of LANGUAGE Selects some appropriate textual details Makes some use of subject terminology, mainly appropriately Level 1 – ‘Simple, limited comment’ 1–2 marks Offers simple comment on the effect of LANGUAGE Selects simple references Makes simple use of subject terminology – not always appropriately

‘use language’ = always for a purpose! Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June AO2: explain, comment on and analyse how written texts use language to achieve effects and influence readers, using relevant subject terminology to support their views ‘use language’ = always for a purpose! Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June Notes! Paper 1 Q2 – 8 marks: what the examiner says: Use the bullet points listed in the question BUT if you only cover the bullet points, you will gain less marks. Higher answers focus on the methods used. You don’t HAVE to cover all 3 bullet points – discussing the effect the language has is the most important and an absolute must. Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June Notes! Paper 1 Q2 – 8 marks: what the examiner says: Bands 1/2 (marks 1-4) will miss out terminology when analysing the language, or use ‘sentence’ or ‘word’. Accurate terminology is VITAL for higher marks BUT useless without talking about the effect – don’t technique spot! Make 2 DETAILED points analysing language very closely and squeeeezing everything from quotes. Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June Notes! Paper 1 Q2 – 8 marks: what the examiner says: DO NOT use just one word quote – use the sentence to quote and THEN break it down to closely analyse one word from the sentence. Don’t write out a really long quote if you don’t need it – shorten it to include only the most important parts. The examiner advises that, even though it asks you to focus on a few specific lines, READ THE WHOLE EXTRACT FIRST to give you a better understanding of the text as a whole. Look for what makes the writing interesting. What does the writer want us to think and feel? Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Answering a language analysis question Paper 1: Tues 6th June Answering a language analysis question Paper 2: Mon 12th June Look in detail at this extract from lines 11 to 18 of the source. How does the writer use language to describe the event? You could include the writer’s choice of: Words and phrases Language features and techniques Sentences forms 8 marks The Little Hangletons all agreed that the old house was “creepy.” Half a century ago, something strange and horrible had happened there, something that the older inhabitants of the village still liked to discuss when topics for gossip were scarce. The story had been picked over so many times, and had been embroidered in so many places, that nobody was quite sure what the truth was anymore. Every version of the tale, however, started in the same place: Fifty years before, at daybreak on a fine summer’s morning, when the Riddle House had still been well kept and impressive, a maid had entered the drawing room to find all three Riddles dead. The maid had run screaming down the hill into the village and roused as many people as she could. “Lying there with their eyes wide open! Cold as ice! Still in their dinner things!” Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

Structuring your answer Paper 1: Tues 6th June Structuring your answer Paper 2: Mon 12th June Notes! Statement (idea) answering the question Evidence (remember you can shorten it but NOT just one word) Impact/Analysis of the quote Terminology (simile/metaphor/hyperbole etc) Close analysis of a particular word – the connotations/symbolism of that word Writer’s intentions Level 5 – comment on the effect of language, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of language, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of language with sophisticated use of terminology.

How has the writer structured the text to interest you as a reader? Paper 1: Tues 6th June P1 Q3 Paper 2: Mon 12th June 3. For this question, you will need to refer to the WHOLE of Source A. The question WILL inform you whether the extract comes from the beginning, middle or end of the novel. This is important! How has the writer structured the text to interest you as a reader? You could write about: • what the writer focuses your attention on at the beginning • how and why the writer changes this focus as the source develops • any other structural features that interest you. 8 marks (10 minutes) Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1 Q3 mark scheme Paper 1: Paper 2: Tues 6th June Mon 12th June Level Skills descriptors Level 4 – ‘Perceptive, detailed’ 7-8 marks Shows detailed and perceptive understanding of structural features: • Analyses the effects of the writer’s choice of structural features Selects a judicious range of examples • Makes sophisticated and accurate use of subject terminology Level 3 Clear, relevant explanation  5-6 marks Shows clear understanding of structural features: • Explains clearly the effects of the writer’s choice of structural features • Selects a range of relevant examples • Makes clear and accurate use of subject terminology Level 2 – Some understanding and comment  3-4 marks Shows some understanding of structural features: • Attempts to comment on the effect of structural features • Selects some appropriate examples • Makes some use of subject terminology, mainly appropriately Level 1 Simple, limited comment  1-2 marks Shows simple awareness of structural features: • Offers simple comment on the effect of structure • Selects simple references or examples • Makes simple use of subject terminology, not always appropriately

Paper 1 Q3 The 3 bullet points you need to cover are: Tues 6th June Paper 1 Q3 Paper 2: Mon 12th June The 3 bullet points you need to cover are: what the writer focuses your attention on at the beginning • how and why the writer changes this focus as the source develops • any other structural features that interest you. Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1: Tues 6th June Paper 1 Q3? Paper 2: Mon 12th June The beginning of the source begins with a focus on…… Include some textual detail here. This has been used because…… The focus then changes to….. Include some textual detail here. This change of focus…… The effect created is……… A further technique used in the piece is…. Include some textual detail here. This is used because…. With an effect of…. Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1 Q3 How the extract begins: Tues 6th June Paper 1 Q3 Paper 2: Mon 12th June How the extract begins: Can you identify any of the following narrative hooks at the start of the extract? The puzzle: Makes you ask questions/want answers The direct address: Speaks directly to the reader and so engages them The atmosphere: Creates a mood or a sense that something important is going to happen The visual: Helps you to picture the scene The funny one: Makes you laugh The dialogue: Uses speech to give immediacy to the text Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1 Q3 How and why the writer changes the focus: Tues 6th June Paper 1 Q3 Paper 2: Mon 12th June How and why the writer changes the focus: Does the time change? How, when to and why? Does the person change? How, whom to and why? Does the place change? How, where to and why? Does the narrative voice change? How, what to and why? Does the perspective change? How and why? Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1 Q3 Any other structural features: Tues 6th June Paper 1 Q3 Paper 2: Mon 12th June Any other structural features: Can you trace any word patterns in the extract? Can you trace any imagery patterns in the extract? How does the writer use the weather, light and dark or sounds in the extract? Can you spot any connection between the beginning and the end of the extract? How does the writer use topic sentences to open each paragraph? Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1: Tues 6th June Paper 1 Q3 Paper 2: Mon 12th June Once you have found at LEAST three interesting examples of structural features from the extract, you need to explain WHY they have been used. Remember, the question stem is “how they have been used to interest the reader” DO NOT SAY “To make the reader want to read on” Try- ‘vivid description makes it easy for a reader to visualise’ Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

Paper 1: Tues 6th June P1 Q4 Paper 2: Mon 12th June Evaluation in the context of this exam is explaining how well the writer has done something. A key word is ‘well’. You will be given an extract from a highly-acclaimed writer – never suggest they are a poor writer. Bronze – know how to evaluate a text Silver – to explain how to evaluate Gold – to evaluate a text based on a given statement

Paper 1: Tues 6th June P1 Q4 Paper 2: Mon 12th June Focus this part of your answer on the second half of the source from line… to the end. A student said ‘…’ To what extent do you agree? In your response, you could: • consider your own impressions of… • evaluate how the writer shows… • support your response with references to the text Mark scheme from the exam board Bronze – know how to evaluate a text Silver – to explain how to evaluate Gold – to evaluate a text based on a given statement

Paper 1 Q4 mark scheme Paper 1: Paper 2: Tues 6th June Mon 12th June Level Skills descriptors Level 4 Perceptive, detailed evaluation 16-20 marks Shows perceptive and detailed evaluation: Evaluates critically and in detail the effect(s) on the reader Shows perceptive understanding of writer’s methods Selects a judicious range of textual detail Develops a convincing and critical response to the focus of the statement Level 3 Clear, relevant evaluation 11-15 marks Shows clear and relevant evaluation: Evaluates clearly the effect(s) on the reader Shows clear understanding of writer’s methods Selects a range of relevant textual references Makes a clear and relevant response to the focus of the statement Level 2 Some evaluation 6-10 marks Shows some attempts at evaluation: Makes some evaluative comment(s) on effect(s) on the reader Shows some understanding of writer’s methods Selects some appropriate textual reference(s) Makes some response to the focus of the statement Level 1 Simple, limited evaluation 1-5 marks Shows simple, limited evaluation: Makes simple, limited evaluative comment(s) on effect(s) on reader Shows limited understanding of writer’s methods Selects simple, limited textual reference(s) Makes a simple, limited response to the focus of the statement

Tips from the examiner 20 marks – 20 minutes Paper 1: Tues 6th June Tips from the examiner Paper 2: Mon 12th June 20 marks – 20 minutes 5 minutes to plan, 15 to write You are strongly advised to agree with the statement – it is not an argument so you do not need to focus on counter arguing!! There will always be a quote/statement and it will always be focused on second part of text Write about all bullet points given – they are there to help 3 (INCREDIBLY DETAILED)/ 4 PEEEL paragraphs Mark scheme from the exam board Bronze – know how to evaluate a text Silver – to explain how to evaluate Gold – to evaluate a text based on a given statement

Paper 1: Tues 6th June Tips from the examiner Paper 2: Mon 12th June AO4 content may include the evaluation of ideas such as: what the themes/ideas in the story may be what we understand about the character what devices/objects could be/could symbolise if there is a message or moral to the story the linguistic choices the use of striking imagery change in tone Mark scheme from the exam board Bronze – know how to evaluate a text Silver – to explain how to evaluate Gold – to evaluate a text based on a given statement

Paper 1: Tues 6th June The question is … Paper 2: Mon 12th June Focus this part of your answer on the second half of the source from line 16 to the end. A student said ‘This part of the story shows that the villagers of Little Hangleton are gossips.’ To what extent do you agree? In your response, you could: • consider your own impressions of the villagers • evaluate how the writer shows that the villagers enjoy gossip • support your response with references to the text What will you actually be evaluating? Have a go at responding/creating a paragraph plan with evidence and analysis! Mark scheme from the exam board Bronze – know how to evaluate a text Silver – to explain how to evaluate Gold – to evaluate a text based on a given statement