NOTICES 1) BOTH MARKED AND SCORED MOCK PAPERS WILL BE HANDED BACK TO YOU ON THURSDAY. 2) COMPLETE THESE IN-LESSON PAST PAPERS EXAMS PROPERLY OR YOU WILL NOT BENEFIT FROM THE PEER ASSESSMENTS AND, ULTIMATELY, THE UPCOMING MOCK EXAM. 3) NOTE THE ADDRESS BELOW IN YOUR DIARY. IT WILL BE UPDATED THIS COMING WEEKEND WITH EXAM SUPPORT MATERIALS USING IN RECENT LESSONS: 4)This Thursday there will be a one-hour exam support session. Names please. 5) Please hand back a3 OMAM and AIC sheets for photocopying.

ECU Act Naturally!

June 2012 – Q3 Summary (a) What are the facts about the sea and its amazing features, according to Passage B (b) What the fisherman enjoys about living in such a desolate place, according to Passage A. ADVICE You must use continuous writing (not note form) and use your own words as far as possible but also ensure that your notes and continuous writing reflect one another. Up to 5 marks are available for the quality of your writing. YOU HAVE NOW HAVE TEN MINUTES TO BEGIN PUTTING SOME OF YOUR NOTES INTO CONTINUOUS WRITING. Use a range of connectives, short sentences and try to embed some quotes into one another by using punctuation or brief connecting phrases. An exemplar piece will be shown later this week.

Mark Scheme

Marking Criteria – Writing

Q2: SeMANtic Field 'That's one small step for man, one giant leap for mankind.’

Alliteration Statistics Assonance Hyperbole Colloquial language Emotive language Rhetorical questions Jargon Anecdotes Oxymoron Facts Pronouns Opinions Sarcasm Simile Irony Metaphor Humour Personification Repetition Onomatopoeia Direct mode of address Imperative verbs Pun Modal verbs Cliché Rule of three

Modal Verbs can could may might shall should will would

Reminder: exam technique: achieving ‘Close, precise detail’ in analysis. 9 Establishing shot (ES) Medium Shot (MS) CLOSE UP (CU) Extreme C lose-up (ECU)

Establishing shot – the ‘big idea;’ the whole text 10

Medium shot - section/act/scene 11

Close-up shot - line focus 12

Extreme Close-up shot - word focus 13

QUESTION TWO ES – The entire poem (Prose/play – whole text/ACT) MS – STANZA BY STANZA (prose: Section/scene) CUS – LINE BY LINE ECU – WORD level – (consider connotations, writer’s technique, implication, undertones, irony etc) Dualistic connotation example: GUN, BIBLE, DARKNESS 14 I opened a jar of beans as the sun set. I sliced a fresh tomato, and the sky went dark. As I tore off a piece of bread, I thought of how Paul (my brother) would appreciate this picnic menu. By the time I finished eating, drift logs were bumping and then hammering in the dugout. I couldn’t see them coming in the dark. I tied the packs and baskets to the thwarts and I cinched the strap on my glasses so that the frame pressed into my face. SEE NEXT PAGE FOR MARK SCHEME.

Mark Scheme

The appearance of the cloud and the atmosphere before the storm in paragraph 4 You should have noticed that there is an overall sense of danger to come or awaiting the inevitable. heavy bank of cloud hangs: described as a ‘bank’, which suggests a length of blackness. This ‘hangs’ as if it only needed someone to release it for it to do its damage. The word ‘heavy’ suggests the weight of the rain and wind suddenly to be released. no anger yet: personification suggests angry beast which will attack soon. menace: creates the atmosphere of threat. as if waiting: the inevitability/relentlessness of the storm is shown. roll steadily: inevitability/relentlessness of the sustained action. tense stillness: create the atmosphere of anticipation. No breeze, no sound.: must refer to negative/ominous atmosphere; suggests unnaturalness; may comment on the rhythm of the words/the repetition/lack of verb. a terrible bowl of blackness: the ‘bank’ has become something more evil/frightening, something which envelopes and traps, which is apparently bottomless into which one might fall, suggesting the end of life and matter. light…fail: as if the world is coming to an inescapable end. the great canvas of nature: suggests the sky is a huge painting in which humans are tiny/helpless, a feeling evoked by the storm.

The rain and the wind in paragraph 7 You should have noticed that the writer is focusing on the extreme force of the onslaught and the suggesting that the storm is an indication of elemental madness or the release of threatening monsters. (most) magnificent: ironic as storm typically regarded as destructive. unleashed a swirling mass: let off its lead like a pack of wild animals/dogs, the huge volume of rain circles like a whirlpool. tempest: a violent seastorm, capable of extreme damage to property/people. beats me (into a crouching apology of a man): weather is physically attacking and reducing/humiliating its human opponent. smashes itself : the personification suggests a demented creature throwing itself against something it wishes to destroy with no regard for itself. demented hail of shrapnel: the idea is extended by the shrapnel, which suggests that the storm has become a battle, with no sane purpose. drown me out: the overwhelming of his voice prefigures the threat of literal death by drowning. Sheets: the rain coming down seems like a continuous/solid pouring of water. frenzied waves: waves behaving as though in a fit of madness. rearing their heads: having been ‘unleashed’ the monsters are lined up to attack. monstrous: suggests the idea of strange/enormous creatures from the deep dragged up by the storm.

MARK AND GIVE AN EBI/WWW Band 1: 9–10 Wide ranging discussion of language. Some high quality comments that add meaning and associations to words in both parts of the question, and demonstrate the writer's reasons for using them. May give an overview of the paragraph’s combined effect. Tackles images with some precision and imagination. There is clear evidence that the candidate understands how language works. Band 2: 7–8 Reference is made to a number of words and phrases, and some explanations are given and effects identified in both parts of the question. Images are recognised as such and the response goes some way to explain them. There is some evidence that the candidate understands how language works. Band 3: 5–6 A satisfactory attempt is made to identify appropriate words and phrases. The response mostly gives meanings of words and any attempt to suggest and explain effects is basic or very general. One half of the question may be better answered than the other. The response may correctly identify linguistic devices but not explain why they are used. Band 4: 3–4 The response provides a mixture of appropriate choices and words that communicate less well. Explanations may be few, short or only partially effective. They may repeat the language of the quotation or do not refer to specific words. Band 5: 1–2 The choice of words is sparse or only partly relevant. While the question has been understood, comments are generalised, the response is very thin or only one part of the question has been attempted.

November 2012

Nov 2012 – Q1 Julia, during her recovery, fully explained her experience to her parents. A reporter for a newspaper interviews Julia’s parents and asks the following three questions only: What made you choose to visit the rainforest in Ecuador with your daughter, Julia? How did Julia’s accident happen, and what did she do to survive? What are your thoughts and feelings towards the Achuar people and their way of life? Write the words of the interview, beginning with the first question. Base your interview on what you have read in Passage A. Be careful to use your own words. Write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing. [Total: 20]

Marking Criteria - Reading

Marking Criteria - Writing

Nov 2012 – Q2 Re-read the descriptions of: (a)the rainforest and its wildlife in paragraph 1, from ‘The family was trudging…’; (b) Julia’s walk through the rainforest in search of her parents in paragraph 4, from ‘Hours later…’. Select four powerful words or phrases from each paragraph. Your choices should include imagery. Explain how each word or phrase selected is used effectively in the context. Write about 200 to 300 words. [Total: 10]

Marking Criteria - Reading

Nov 2012 – Q3(a) (a)Notes Read carefully Passage B in the Reading Booklet Insert and then answer Question 3(a) and (b) (a) What does the Kalahari expedition offer a traveller, as described in Passage B? Write your answer using short notes. You do not need to use your own words. Up to 15 marks are available for the content of your answer. [Total: 20]

Nov 2012 – Q3(b) (b) Summary Now use your notes to write a summary of what Passage B tells you about what the Kalahari expedition offers a traveller. You must use continuous writing (not note form) and use your own words as far as possible. Your summary should include all 15 of your points in Question 3(a) and must be 200 to 250 words. Up to 5 marks are available for the quality of your writing.

Marking Criteria – Writing (3b)