1. Using subject terminology in AO2 responses
simple use of some use of clear and accurate sophisticated
not always mainly use of and accurate use of
appropriately appropriately
Level 1
Level 2
Level 3
Level 4
(interesting words)
(describes)
The writer uses sound….
..are described as..
adjective
violent verbs
the phrase
the adjective
The writer uses violent imagery
a verb
the personification of..
using an adjective to….
The visual description….
the writer also uses sound imagery……
The writer describes how..
He uses the word…..
The verb…
The writer describes through a number of verbs
The use of personification..
The writer uses a long complex sentence…
An extended metaphor….
a series of verbs
The writer personifies….
Where literary or linguistic terms appear in the Mark Scheme, they do so generally for the sake of brevity. Knowledge of such terms, other than those given in the specification, is not required. However, when determining the level of response for a particular answer, teachers should take into account any instances where the student uses these terms effectively to aid the clarity and precision of the argument. (Mark scheme guidance)
Paper 1 Q2
( ) = sams 3 elements
Paper 2 Q3
How does the writer use language to describe the storm?

2. Using subject terminology in AO2 responses
simple use of some use of clear and accurate sophisticated
not always mainly use of and accurate use of
appropriately appropriately
Paper 1 Q3
How is the text structured to interest you as a reader?
Previously – How has the writer structured the text……….
Bullets are the same and prioritise ‘the writer’
Level 1
Level 2
Level 3
Level 4
The first half….
It begins
Then…
At the beginning..
Then the focus narrows….
Then switches again…
The writer focuses our attention on
established
The focus then narrows
…a sudden and abrupt opening
The first mention of…
The sentence .. is important… at this point we understand…
…takes us back to..
Divided in to two parts…
linked by…
sense of foreboding…
carried over into…
The writer establishes…..
focusing our attention on…
before narrowing to…
when Alex interacts with…
The key sentence….. is structurally important….
Our focus then switches…

3. Building comments on effects: layered responses
Explicit speculative conditional cumulative
Shows suggests could/might might also imply
Level 1
Level 2
Level 3
Level 4
tells us
describes..
The effects are…
It is also…. because..
makes it seem
this suggests that ..
makes us think…
….as if it is….
…as if trying….
reinforces….
implying…
to suggest that….
creates
conveys
instils a sense of….
makes the reader…
We understand that…
to convey
to add to the impact of…
….by using….
…appear…..
..is further enforced..
we discover….
makes us visualise
possibly….
we now understand…
Sentence stems for effect comments in AO2 questions – SAMS 4

4. CONNECT + USE VOCABULARY TO ADD VALUE
Vocabulary for effect
Focus on AO2
Don’t forget the power of modals!

5. Tone matters……. Develop vocabulary for response
I think ‘tone’ is often overlooked – how does the writer sound ? Evidence? Reasons? Significance? Particularly in opinion pieces. Lit and poetry, tone matters and building a vocabulary for tone could prove very fruitful in moving away from the straightforward categorisation of positive and negative.
Slide 5
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