Introducing Paper One Section A and B Learning Objectives: To know how to approach Paper 1 section A To know how my work will be assessed. Introducing Paper One Section A and B Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

You have 15 minutes to read the text and the paper in the exam Practice Questions ‘Harry Potter’ by JK Rowling You have 15 minutes to read the text and the paper in the exam

How do I answer Question 1? It is worth 4 marks. One mark for each correct piece of information. The text is fiction The question will direct you to a specific part of the text. This question is intended to be straightforward. It will be explicit (clear information). Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Write down four things that we learn about the Dursley’s. Question 1 5 minutes Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Self assessment: one mark for each correct answer Answers

How do I answer question 2? Question 2 is worth 8 marks. For this question you need to look at how the writer uses language to describe an event. You need to comment on words and phrases, language features, techniques and sentence forms. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

What effect do they have on the reader? Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Language Techniques Simile Metaphor Personification Alliteration Onomatopoeia Rule of three Emotive language Rhetorical Question Repetition Adjective Verb Phrase Clause Simple sentence Compound sentence Complex sentence Punctuation What effect do they have on the reader? Red – literary language features Green- Grammar and punctuation language features

Always talk about WORDS. LANGUAGE= WORDS Always talk about WORDS. If you mention a device you MUST analyse WORDS within it. Eg. The writer uses a metaphor, and the use of the word??? makes the reader feel… Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Analyse the language use, and its effect Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Analyse the language use, and its effect “Contact with the outside world is invariably disastrous for an isolated tribe” “…to escape a rubber production boom that enslaved many Indians.”

A P.E.E paragraph should have a minimum of FOUR sentences When responding to Q2, you need to use P.E.E P (Point): the point you want to make. E (Evidence): a quotation to prove your point is valid E (Explanation/ evaluation/ exploration/ extension/ effect/ EXTRA!): the really meaty bit of your paragraph, where you develop your point, and analyse words and their effects. Use the phrase The word… to show that you are focussed on language use. Refer to the writer, to show that you know the writer made choices about language use Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited A P.E.E paragraph should have a minimum of FOUR sentences

The word… The writer… P.E.E!! Question 2 You could include: Words and phrases Language features and techniques Sentence forms Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited The word… The writer… P.E.E!!

Techniques/ language you might have explored: Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Techniques/ language you might have explored:

Did you use the phrases: the word and the writer? Assess yourself! Q2 mark scheme Level 4 : 7-8 marks Detailed, perceptive, sophisticated Level 3: 5-6 marks Clear understanding of language Level 2: 3-4 marks Some understanding, attempts to comment Level 1: 1-2 marks Simple, limited Did you use the phrases: the word and the writer?

Question 3 Question 3 refers to the whole of the source. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Question 3 refers to the whole of the source. It is worth 8 marks This question focuses on how the extract has been structured to make an impact on the reader.

What does structure mean? Structure: the order in which ideas are given to us by the writer What does structure mean? Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Word Wall Question 3 At first Then At this point Narrows down Now Focuses in The author then introduces The author goes back to Finally Wide view Eventually Change the scene to Shifts away from N.B: It must focus on the how the writer structures the writing rather than what happens. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Key Terms when answering question 3 Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Key Terms when answering question 3 Term Definition Focusing Where the writer points the attention of the reader. Introducing When a character or idea is first mentioned. Developing As we are given more information, we learn more about a character of situation. Changing A writer will change the focus throughout the course of the opening by introducing a new character or event. Concluding Where the examiner has chosen to end the extract will usually indicate a kind of conclusion.

Focus on the key words, unease and structure. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Question 3: How has the writer structured the text to build a sense of unease for the reader across the whole extract? Focus on the key words, unease and structure. Look first for unease in the text. Then consider how the writer has created and built this tension.

Structural techniques you might have explored: Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Structural techniques you might have explored:

Assess yourself! Q3 mark scheme Level 4 : 7-8 marks Detailed, perceptive, sophisticated Level 3: 5-6 marks Clear understanding of language Level 2: 3-4 marks Some understanding, attempts to comment Level 1: 1-2 marks Simple, limited

Question 4 is worth 20 marks You need to: Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Question 4 Question 4 is worth 20 marks You need to: Understand what the writer has sought to achieve in the passage Evaluate the effectiveness of the writer’s choices Selecting relevant quotations and textual references to support your views.

Try not to repeat points you have already made in questions 2 and 3. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited Question 4 Question 4 is the big mark question, so you need to spend the most time on it. It requires you to have an opinion, and to critically evaluate the whole extract. You need to use P.E.E. Try not to repeat points you have already made in questions 2 and 3.

Q4 Top Tips Select a range of quotations Use subject terminology to identify the writer’s techniques. This indicates that… Which makes us think that…. …implying that…. Which makes the reader feel that…. Here the writer is…………… Gives us the impression that…. It is as if….. Suggesting…. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

To what extent do you agree? In your response, you could: 4. A student, having read this section of the text said: “The writer …” (refer to last section). To what extent do you agree? In your response, you could: Write about your own impression of Evaluate how the writer has created these impressions. support your opinions with quotations from the text. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Sample response Arthur is a young solicitor who’s mind is extremely unsettled in this section of the text, which is illustrated in the frantic description of Arthur’s actions as he races after Spider. An example of this, is the line ‘But aware that if I gave into panic, I should most certainly be lost.’ It is the verb ‘lost’ which really reinforces the severity and isolation of Arthur and as a reader we feel a sense of panic and terror for him as we know the significance of Spider to him in this remote and barren landscape. The writer makes the event seem more intense and dramatic, through the use of the first person authorial voice, which makes it very clear to the reader what Arthur is feeling and as a result this effectively allows us to feel a greater sympathy towards Arthur. This is specifically the case with the line ‘tugged with all the force I could, a strength I would never have dreamed I could have summoned.’ The use of the adverbial ‘never’ emphasizes just how desperate Arthur was to save Spider and the way he questions his own strength almost adds to the mystery and horror of the event as it reinforces the supernatural themes within the text –almost as if Arthur himself is somehow possessed by the situation he finds himself in. this makes us feel more shocked as we realize that through the first person narrative, we are being exposed to his experiences, which makes them even more disturbing to the reader. The constant references of emotive verbs such as lunged and grabbed also provide the text with this constant feeling of desperation and finality which Susan Hill wants us to feel. At this point in the text, it is also the repetition of the actions, which creates this feeling of tension as we are made aware of just how grueling and terrifying this ordeal is for Arthur. It is the constant development of the events between Arthur and Spider, which evokes this strong image to the reader. The constant references to death also intensifies Arthur’s fear such as with the line ‘we both fought for our lives’ which through the verb ‘fought’ shows just how physically demanding this was for Arthur to overcome. However, the constant use of past tense verbs such as ‘lunged’ and ‘grabbed’ implies that Arthur had survived this ordeal and therefore in my opinion, it had lost some of its intensity, as we already had a strong feeling that he would rescue the dog even before the conclusion was revealed to us. Therefore, whilst I agree with some aspects of the student’s response, ultimately I do also feel that it could have been made more effective if the section was written in present tense to create that ambiguity for the reader. Level 4: perceptive Level 3: clear Level 2:attempts Level 1: limited

Assess yourself! Q4 mark scheme Level 4 : 16-20 marks Detailed, perceptive, sophisticated Level 3: 11-15 marks Clear understanding of language Level 2: 6-10 marks Some understanding, attempts to comment Level 1: 1-5marks Simple, limited