PAPER 1 Q1 – AO1 ( /4 marks) LIST LIST: List four things that…. ( /4 marks) 1 ............................................................................ 2 ............................................................................ 3 ............................................................................ 4 ............................................................................ LIST LIST: Pick out 4 specific facts from the text. Write in full sentences. Use only the section of the text mentioned in the question. No quotations needed.

S Q U How does the writer use language….? /8 Q2 – AO2 R Recycle words from the question including the *terminology you will explore. Use a quotation to support your statement. Unpick (explain) the effect of the terminology Re-quote a key word to explore in detail. Recycle again for focus. Link to the text The writer begins by using ...[terminology e.g. facts] (Writer’s name) includes... (Writer’s name) then uses/ includes... for example '...' such as '...' : "..." - The use of the (terminology "...." suggests... - The (terminology) "..." creates the impression that... - The (terminology) "..." implies that... - By using the (terminology)"..." the writer emphasises/ suggests/ implies... How does the writer use language….? /8 Q2 – AO2 *Terminology – language feature/device: simile, repetition, alliteration, adjective, etc R T EX KW L

How does the writer use language to build tension? /8 Example: The writer builds tension in the extract by using repetition. The repeated “I will, I will” builds to a climax with “only I will.” The repetition emphasises the determination of the character in being able to face a fear of some kind which creates tension through the fear aspect. The use of “only” suggests that the character is the only person able to carry out the task, which builds tension as the reader wonders if they truly can. Furthermore, the fact the reader is unsure what the character is facing at this point in the extract also reinforces the tension and suspense even more. Recycle from the question Terminology Q “……..” Share a relevant quotation EX Include EXPLAINS KW “…” unpick a key word Recycle in the unpick Link to the text so the analysis is clearly about the extract.

S Q U How does the writer use structure….? /8 Q3 – AO2 R Recycle words from the question including the *terminology you will explore. Use a quotation to support your statement. Unpick (explain) the effect of the terminology Re-quote a key word to explore in detail. Recycle again for focus. Link to the text The writer begins by using ...[terminology e.g. narrow focus] (Writer’s name) includes... (Writer’s name) then uses/ includes... for example '...' such as '...' : "..." - The use of the (terminology "...." suggests... - The (terminology) "..." creates the impression that... - The (terminology) "..." implies that... - By using the (terminology)"..." the writer emphasises/ suggests/ implies... How does the writer use structure….? /8 Q3 – AO2 *Terminology – structure feature/device: shift, spotlight, narrow focus, repeat, etc. R T EX KW L

How does the writer structure the text to engage the reader? /8 Example: The writer engages the reader in the extract by using a spotlight on the chase. Doyle uses actions “ran through the gloom” which develops to “panting up hills” and then “rushing down slopes.” The actions engage the reader in Holmes and Watson’s chase of the crying and moaning on the moor because the reader knows they are unsure of what they will find which is thrilling and engaging. The use of “rushing” suggests to the reader there is an urgency for the characters to find the missing man therefore creating an engaging moment in whether they will find the man or the beast first. Also, the fact the reader is unsure what the beast actually is, creates engagement as it adds to the suspense. Recycle from the question Terminology Q “……..” Share a relevant quotation EX Include EXPLAINS KW “…” unpick a key word Recycle in the unpick Link to the text so the analysis is clearly about the extract.

To what extent do you agree ...? /20 (the one where you agree/disagree with a student’s comment). Q4 – AO4

To what extent do you agree ...? /20 A student said “the extract shows worry and fear when the bus leaves.” S Q U R T EX KW Recycle words from the question and student statement Include terminology: LANGUAGE OR STRUCTURE Use a relevant quotation to support your statement. Unpick (with explain) the effect of the terminology Re-quote a key word to explore in detail. Recycle again for focus. I completely agree with the statement as it is obvious the text shows the character is worried from the start. An example is, “from the moment the bus moved on.” The use of the discourse marker “from the moment” highlights the importance of the event because as soon as the bus leaves he knows he is alone which is worrying. This is effective because the writer makes the character seem vulnerable as the bus and its passengers are no longer there to witness or support him which could be distressing.

Q5 – Writing to narrate or writing to describe /40

Vivid Lucid Intense Vibrant Lively expressive Effective Potent Good words to include in analysis Vivid Lucid Intense Vibrant Lively expressive Effective Potent Powerful Convincing Impressive Interesting Intriguing Amusing Appealing Compelling Engaging Gripping Thought-provoking Absorbing

Using the dash - 3 negative adjectives followed by a dash and a question relating to them. Cold, dark, airless – which would kill the spaceman first? Impress with nouns as well Cold streets, dark alleyways, moonlit roads – was it safe? Replace the dash with ; for varied punctuation. Cold, dark, airless ; which would kill the spaceman first? Start your written response with dash sentence? End the whole response with dash sentence !