1. Discuss structure, explaining why they have been used and the effects.
AO2b
Discuss structure, explaining why they have been used and the effects.

2. When is this skill assessed?
Paper 1
Question 3- structure question- worth 8 marks- should take 10 mins

3. Structure In the structure question, you need to:
Look at how the text starts and ends
Look at when the text changes focus
Look for any other structural features
Explain why the writer made these choices, and the effects.
You are trying to say to the examiner:
“Yes, I can see why the writer put it in that order and focused on those parts and I can tell you why!”

4. It asks for a range of examples, so make sure you include at least 3!
Language mark scheme
TIP:
Try to avoid just saying ‘it makes the reader feel sad’- try to explain how and why.
Marks
What you need to do
7-8
Show detailed and perceptive analysis
Analyse effect
Judicious (well-chosen) range of examples
Sophisticated subject terminology used accurately
5-6
Clear understanding of structure
- Clearly explains the effects
Selects a range of relevant examples
Use subject terminology accurately
3-4
Shows some understanding of structure
Attempts to comment on effect
Selects some relevant examples
Uses some subject terminology, not always appropriately
1-2
Shows simple awareness of structure
Offers simple comment on effect
Simple references or examples
Simple mention of subject terminology
TIP:
It asks for a range of examples, so make sure you include at least 3!
TIP:
Look through the list of subject terminology (fancy English words) that your teacher has given you. Try to learn these and practise finding them in texts.

5. How to approach the structure questions
Read the question carefully! It will tell you what to focus on.
Skim read the text. If it helps, write a one or two word summary next to each paragraph- what does each focus on?
Write in order of the text, but keep an eye on the time- you only have 10 minutes!
For each quotation, try to include some subject terminology, and to discuss the effect of the feature.
If you’re struggling with this question, make sure you talk about how it starts and how it ends, and WHY.

6. Keywords- Make sure you know what the following words/phrases mean, and can use them in a sentence:
Focuses on Introduces Develops Concluding At first Narrows down Wide view The author then goes back to Shifts to /away from Changes the scene to Zooms in on

7. Examples
The writer then focuses on the young girl. The writer firstly introduces the main female character. The writer develops the male character’s views. The text concludes with a final reference to the boy. At first, the writer describes the calm setting. From describing the whole battlefield, the writer narrows down to focus on the king. It starts with a wide view of the playground. The author then goes back to the mother waiting at home. The writer changes the scene to the battlefield. The text then shifts to a different child in a similar situation. The text zooms in on the character’s face.

8. Higher level keywords- Do you know what these mean
Higher level keywords- Do you know what these mean? Can you use them in a sentence?
Perspective Alternating structure Gradual introduction Cyclical structure Reiterating Chronological Thread Motif

9. Why are structural features used?
By introducing the setting first, it allows the reader to orientate themselves, in this Victorian city.
By starting with the battlefield, rather than the girl, it gives a wider perspective to the situation- there is a war going on.
To establish setting to allow readers to orientate themselves? Give a wider perspective? To create a contrast? To change viewpoint? To pause/freeze action? To narrow focus? To clearly show a sequence of events? To provide context on a setting or character? To change the mood/atmosphere?
By alternating between the characters, it creates a contrast between Sophia’s luxurious life and Josie’s difficult life.
By moving away from the action, it almost makes the reader pause to take in how dramatic that speech was.
By moving to the cold outside, it changes the atmosphere of the text from jolly to tense.
By zooming in, it forces the reader to focus on Jayden’s feelings.

10. How does the writer use structure to build tension?
Writing your response
The writer starts the text by introducing the setting of a supermarket. He makes it sound like an ordinary shopping trip, saying “Stephen lifted the first items on the belt.” This makes everything seem so normal that the reader might suspect something bad will happen, which builds tension.
Make a point about a structural feature or a structural point you have found.
Include the quotation (preferably in a sentence).
Talk about the effect of the this structural feature, making sure you link it to the question.
Can you see the improvement?
The passage begins by focusing on the normality of the visit to the supermarket. Even at this stage, however, the writer zooms in on details on the other shoppers, as the father is trying to
remember the other shoppers in a way which you wouldn’t if it was a normal shopping trip, for example, the man ‘with a curved back’. This alerts us to the possibility that something awful will happen. When the father talks about this being ‘a desperate memory,’ this adds to the sense of disquiet.

11. How does the writer use structure to engage the interest of the reader?
Have a go….
Extract from ‘The Boy in the Striped Pyjamas.’ Bruno is a German child, and the boy is a Jewish boy in a concentration camp. 'Hello,' said Bruno. 'Hello,' said the boy. The boy was smaller than Bruno and was sitting on the ground with a forlorn expression. He wore the same striped pyjamas that all the other people on that side of the fence wore, and a striped cloth cap on his head. He wasn't wearing any shoes or socks and his feet were rather dirty. On his arm he wore an armband with a star on it. When Bruno first approached the boy, he was sitting cross-legged on the ground, staring at the dust beneath him. However, after a moment he looked up and Bruno saw his face. It was quite a strange face too. His skin was almost the colour of grey, but not quite like any grey that Bruno had ever seen before. He had very large eyes and they were the colour of caramel sweets; the whites were very white, and when the boy looked at him all Bruno could see was an enormous pair of sad eyes staring back.

12. Did you get any of the following?
Uses the dialogue hook to engage the reader with the characters (or to introduce them) and to immediately create a comparison (for example, use of name and no name)
It focuses on the Jewish boy’s appearance- to create sympathy for him and to help set the situation (concentration camp).
This ends on zooming in on the armband, forcing the reader to understand the child is being categorised as Jewish.
The perspective then changes to focus on Bruno’s view of the boy. This makes the difference clearer and creates more sympathy for the boy.
Zooms in on body party to emphasise how ill the boy looks- creates sympathy.
Concludes with Bruno’s perspective- the ‘sad eyes staring back’- lasting image of sadness.
Did you get any of the following?
'Hello,' said Bruno. 'Hello,' said the boy. The boy was smaller than Bruno and was sitting on the ground with a forlorn expression. He wore the same striped pyjamas that all the other people on that side of the fence wore, and a striped cloth cap on his head. He wasn't wearing any shoes or socks and his feet were rather dirty. On his arm he wore an armband with a star on it. When Bruno first approached the boy, he was sitting cross- legged on the ground, staring at the dust beneath him. However, after a moment he looked up and Bruno saw his face. It was quite a strange face too. His skin was almost the colour of grey, but not quite like any grey that Bruno had ever seen before. He had very large eyes and they were the colour of caramel sweets; the whites were very white, and when the boy looked at him all Bruno could see was an enormous pair of sad eyes staring back.

13. Ways to revise Practise key words (subject terminology).
Get extracts from newspapers or books, and identify structural features.
Time yourself 10 minutes to write SQIs about structure in the first page of a book.