1. What are examiners looking for when marking your paper?
AO1
Identify and interpret explicit and implicit information and ideas.
Select and synthesise evidence from different texts.
AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
AO4
Evaluate texts critically and support this with appropriate textual references.

3. Timings for paper 1:
Exam – 1hr 45m
Section A = 1hr as broken down below:
Section B = 45m

4. The paper – question by question:
Information retrieval:
You only need to write bullet points for this question!

5. Now have a go at completing this question using SAMS Paper 1 in your handbook.
Feedback:

6. The paper – question by question:
2. How does the writer use language….
To answer this question you will be using AO2:

7. The paper – question by question:
2. How does the writer use language….:

8. The paper – question by question:
2. How does the writer use language….:
To achieve the highest marks when commenting on the effects of language, students must move away from the vague, generalised phrases:
….. to make it flow beautifully
….. to keep the reader engaged
….. to make the reader visualise this in their own mind
Some of these can be made to sound pretty elaborate, but essentially they say nothing at all, because they are not specific and they fool no-one! They could be applied to absolutely anything and show a lack of discerning and original thought …. a key quality for the Band 4 response.

9. The paper – question by question:
2. How does the writer use language….:
Ask questions about language.
What does this word/phrase/feature/technique make me
think of/feel/imagine?
How does it make me behave/respond?
This will help create meaningful comments on effect for both language questions (paper 1 and paper 2).

10. Now have a go at completing this question using SAMS Paper 1 in your handbook.
Feedback:

11. X The paper – question by question: 3. How does the writer structure….
To answer this question you will be using AO2 again: X
SHOULD

12. The paper – question by question: 3. How does the writer structure….
Possible areas for students to develop understanding in could include:
• sequence through a passage
• movement from big to small – ideas or perspectives
• internal cohesion and topic sentences
• taking an outside to inward perspective, or vice versa
• introductions and developments
• reiterations, repetitions, threads, patterns or motifs
• connections and links across paragraphs
• summaries and conclusions
• narrative perspective
• shifts of focus
• foregrounding of certain objects, characters to draw the reader’s attention to them
• paragraph shifts
• end focus – has a particular word/phrase/idea been left to the end of the text for dramatic impact?

13. 1 2 3 4 5 The paper – question by question:
3. How does the writer structure….
Whose views?
Who is telling the story? What perspective is it from? 1 2 3 4 5
What time is it?
How is time ordered in it? What sort of sequence do I see?
Where am I?
What’s the place, location, setting? How did I find out?
Who is here?
What character(s) have I met and how were they introduced?
What’s it made of?
What shapes, styles and patterns can I see in the sentences?

14. Now have a go at completing this question using SAMS Paper 1 in your handbook.
Feedback:

15. The paper – question by question:
4. To what extent do you agree….
To answer this question you will be using AO4:

16. X The paper – question by question: 4. To what extent do you agree….
SHOULD X

17. The paper – question by question:
4. To what extent do you agree….
You DO NOT have to agree and you DO NOT need to be balanced in your approach to this question. If you disagree, then DISAGREE!
You MUST however justify what you say with evidence to get the marks. Hang your answer on three or four WISELY SELECTED sentences in the extract. 3 or 4 good, strong points will be enough if you evidence them correctly and discuss the effect in terms of the question.

18. Now have a go at completing this question using SAMS Paper 1 in your handbook.
Feedback:

19. NEXT LESSON YOU WILL BE SITTING A FULL P1 EXAM.
How much have you taken in?:
Which question\questions should you write about Language devices?
Q2&4. In question 3 you will write about structure.
What is AO2?:
How writers use Language and Structure to achieve EFFECTS
How many marks is question 4 worth? 20
How long should you spend answering questions 2 and 3 (minutes for each)?
10 (each)
In which question will you have to discuss the WHOLE extract? Q3
How many bullet points will you be asked to write for Q1? 4
NEXT LESSON YOU WILL BE SITTING A FULL P1 EXAM.

20. Assessment.
Now you know how to tackle each of the questions, you need to think about how you will approach the paper as a whole. You have the whole lesson to complete Paper 1 SAMs 2.
Read the resource CAREFULLY
Read the questions CAREFULLY
Use the bullet points WISELY
REMEMBER YOUR TIMINGS!
Hand in your handbooks at the end for marking.

21. What AOs will be tested in this section?
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
AO6
Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole).

22. AO5 – Content and Organisation:
Mark out of 24:

23. AO6 - Technical Accuracy:
Mark out of 16

24. So what are the key differences
So what are the key differences? Fill in the chart thinking about different styles\devices\structures that may be needed for each genre:
Descriptive Writing
Narrative Writing

25. In your exam (Paper 1) you will be given a picture and you will have the option to write a response to the image or a response about something else. There will be a choice of two questions; both could be narrative, both could be descriptive o there could be one of each. YOU ONLY ANSWER ONE!
You need to think about the skills needed for each of these styles and apply them correctly.

26. Read the following descriptive opening and note down any errors you spot… The birds singing, the flowers blooming. It was a perfect day and the park had never looked more lovely. I am walking through gates and then I sat down on a bench.

27. Did you get them all?:
An incomplete
sentence
The birds singing, the flowers blooming. It was a perfect day and the park had never looked more lovely. I am walking through gates and then I sat down on a bench.
Changes
tense –
from
past to present
Uses the word I – try to avoid this in descriptive writing
as it can then turn your piece of writing into a story! Use the third person present tense.
WARNING - These are some of the most common mistakes made on a GCSE paper!

28. Let’s look at description first
Let’s look at description first. Look at the image in your Language handbook given in Paper 1 SAMs 1:
What would you describe in the following circles:

29. What technique are you using when you do this?
Why do you think this technique is a good ideas and what effect are you trying to achieve with it?
What other descriptive techniques do you need to use in order to meet the criteria for AO5?:

30. Make sure that you plan your work before you do it
Make sure that you plan your work before you do it. Look at the following image – Each time a block is removed write a detailed description of one element (this may or may not be a zoom in) of the part of the image you can see using at least 1 descriptive technique.

36. Now have a look at what you have written and complete any changes needed to make this a cohesive piece of descriptive writing rather than one that feels fractured.
Feedback.
What was good about what we have just heard?

37. Use of sensory writing AND wide range of vocabulary is important to create vivid descriptions that have verisimilitude. What does this word mean?
It has the appearance of being true or has a sense of reality about it.
Why does sensory writing give your writing a more ‘realistic’ feeling if it is used correctly?
Why does a wide range of vocabulary help you to present a more realistic description?

38. Keeping in mind what we have just spoken about, look at the following passage and think about how we could use sensory writing and a wider range of vocabulary to help us make the image more ‘real’. Edit your copy of this to show the changes you’d make.
It was raining loads and freezing cold. Millions of people were queuing outside The Apple store in London waiting for it to open so that they could get their hands on the new iPhone 8. The lights in the shop were all on and the employees were looking more frightened than ever about the massive amount of people about to enter. As the young boy opened the doors, the crowd charged in knocking everything in sight flying and trampling over each other to get their hands on the goods. It was like a heard of elephants stampeding.
Feedback.

39. Assessment. You have 45 minutes to complete ONE of the description questions from Paper 1 SAMs 2 in your handbook. Remember everything we have looked at over the last few lessons AND all of the skills you learnt in Year 10 during your Descriptive and Narrative Writing module just after Christmas.

40. Read the opening to this narrative
Read the opening to this narrative. What makes it effective and engaging from the very beginning?:
A SQUAT grey building of only thirty-four stories. Over the main entrance the words, CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE, and, in a shield, the World State's motto, COMMUNITY, IDENTITY, STABILITY.
The enormous room on the ground floor faced towards the north. Cold for all the summer beyond the panes, for all the tropical heat of the room itself, a harsh thin light glared through the windows, hungrily seeking some draped lay figure, some pallid shape of academic goose-flesh, but finding only the glass and nickel and bleakly shining porcelain of a laboratory. Wintriness responded to wintriness. The overalls of the workers were white, their hands gloved with a pale corpse-coloured rubber. The light was frozen, dead, a ghost. Only from the yellow barrels of the microscopes did it borrow a certain rich and living substance, lying along the polished tubes like butter, streak after luscious streak in long recession down the work tables.
"And this," said the Director opening the door, "is the Fertilizing Room."

41. Whether you do descriptive or narrative, the AOs and the mark scheme are THE SAME. The skills you use are THE SAME…. BUT the mark scheme does say that your writing must be suited to audience AND purpose:
A description should describe and a narrative should narrate.
Pretty simple really, isn’t it?!
Let’s have a look at how we might plan a narrative:
What should we think about first:
The beginning
The main story
The ending?
In your pairs, discuss the merits of each one of these and come up with an answer that you all agree on.

42. So, now we’ve sussed out what the beginning and the ending of our narrative are we can begin to plan. We do this using a flow chart:
Start
End
What could we write here?
What do we write in here?

43. Now it’s time to plan. Write a short story or the beginning of a story about a long journey.
Start
End
Make sure you plan well enough to make your writing of the narrative as easy as you can!

44. Write a short story or the beginning of a story about a long journey.
Use your flowchart to inform your writing.
Use your notes on descriptive writing to help you to remember the techniques you should be using (yes, I know this is a narrative but you still need to describe things!)
Use a dictionary\thesaurus to help with your spelling and vocabulary choices
Think about your sentence and paragraph structures – are they varied enough?

45. You are going to plan out a narrative or descriptive piece using the image above as a starting point. Think about the techniques you need to include and how you can integrate these efficiently.