1. Revising English Language Paper 1 – Section B
Friday 13th January
Revising English Language Paper 1 – Section B
To understand the format of English Language Paper 1
To practise the skills required for Section B of English Language Paper 1

2. Assessment Objective 5 and 6
Assessment Objectives
AO5
AO6
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.
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
AO5 provides a degree of continuity with the current assessment of writing.
It carries the higher weighting and marks within each writing task.
A “levels of response” mark scheme is designed to encourage students to takes risks and be ambitious with their writing – rewarding them for what they can do within the limits of an examined context to writing.
AO6 sets out the increased degree of technical demand required by regulation – its weighting within the qualification is the same across all exam boards’ specifications in agreement with Ofqual.
Note: In our assessment strategy, it is only assessed through students’ own writing in each Section B task on both papers.
The marks on both tasks are consistent to help students understand the balance between content, structure, style and accuracy.
Again, the mark scheme supports a best fit approach within a range of levels in order to reward students for their achievements.
Slide 12
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3. Paper 1 Section B: Sample question 5
You are going to enter a creative writing competition. Your entry will be judged by a panel of people of your own age.
Either: Write a description suggested by this picture:
Or: Write the opening part of a story about a place that is severely affected by the weather.
[24 marks for content and organisation
16 marks for technical accuracy]
[40 marks]
As a task, either the description or narrative task provides scope for the student to develop content and organisation into their writing in a way that will create impact on the specified audience – in this case, a judging panel and the spur of a competition entry.
In addition, as set out in the Section B rubric, students are instructed to ‘write in full sentences’.
This points students towards writing in Standard English and the importance of maintaining control of their writing.
We appreciate that producing an extended piece of writing under examination conditions can be challenging and needs a degree of stimulus for each student to have enough content and ideas to write about.
We didn’t want to introduce more reading material to do this and instead, have designed the paper so that the reading source that has to be studied, acts as a bridge or stimulus for the writing task.
We believe that this follows good writing practice - as part of our stakeholder engagement, NFER, on reviewing the specification state:
“The AQA specification for English Language is innovative, combining reading and writing in each of the two papers. This is effective as the reading texts serve a double purpose: as the basis for comprehension questions and as supporting text for the writing tasks. Those set in the AQA English Language papers are in line with the assessment of writing in the high performing jurisdictions studied.”

5. What do you need to do? Colour imagery Powerful adjectives
Pathetic fallacy
Powerful adverbs
Appeal to the senses
Varied and sophisticated vocabulary
Accurate punctuation
Paragraphs (used for effect)
Similes
Metaphors & extended metaphors
Varied sentence structure
Adverbials

6. Revision of skills workbook

7. Pick one of the 2 questions to answer.
Spend ten minutes planning your response (considering when and how you will use a variety of techniques)
Write your opening paragraph.
Swap with a partner and offer each other an EBI and a WWW comment.
Ext: Improve your opening paragraph based on your WWW and EBI comments.

8. Homework: Revise!