1. Knowledge Organiser: Year 11 – English Language Paper 1, Explorations in Creative Reading and Writing
Exam Breakdown:
1 hour 45 minutes
Section A – Reading (60 mins)
Section B – Writing (45 mins)
Don’t forfet to proof read and check
Worth 50% of your GCSE grade
Question Overview:
Useful Sentence Starters: Q1
AO1
List four things.
Find and list 4 things from the text LM, SR
(4 marks)
Copy FOUR short quotations from the text, or write them in your own words. Q2
AO2
How does the writer use LANGUAGE?
Look at an extract and analyse how the writer uses language for effect
E, Z, ER, WT, AQ
(8 marks)
The writers uses…(terminology) to show…(link to question) shown by…(evidence from text)
This creates the effect of…
This makes the reader…
This has the impact of… Q3
How does the writer use STRUCTURE?
Consider the whole text. Analyse how the writer has structured the text
E, ER, S, WT
At the beginning of the text…
The narrative voice is significant as…
The use of past / present tense is effective as…
The shift to….
The climax of the piece is… Q4
AO4
To what extent do you agree?
Evaluating the extent to which you agree with the statement given in the question
(20 marks)
E, JP, WT, Z, ER, EV, AQ
One of the key ideas to support this interpretation would be…
This interpretation could be said to be true because…
The writer creates this impression through the use of…
One of the key methods used by the writer is… Q5
AO5
AO6
Writing to DESCRIBE or NARRATE.
Select ONE of the writing questions options. Produce a piece of original writing that meets the brief in the question
(40 marks = 24 content + 16 technical accuracy)
AV, SDT, SI, SET, CH, PL , WT, EO, EE, S, NV, MA, ST, NH, Eng, CR
SO, AV, AP, SPaG 1-14
DESCRIBE:
Looking into the distance there is…
Beyond…
The colours of the…
Hidden behind…
NARRATE:
The day began with…
I looked around…
(Name) woke up the sound of… / sat and stared at… / heard the noise of…
One fine / gloomy morning / evening
Key Vocabulary:
Imperative
Alliteration Antithesis Assonance Atmosphere
Irony
Juxtaposition
Cliché
Simile
Colloquialism
Simple sentence
Connotation
Minor sentence Metaphor Monosyllabic words
Cyclical structure
Ellipsis
Narrators (1st person, limited 3rd, omniscient 3rd)
Focus shift
Foreshadowing
Onomatopoeia Parallelism Personification Sarcasm
Figurative language
Idiom
Word classes e.g. noun, adjective etc
Imagery
Punctuation (use a variety) :
. , : ; “” () ? ! …
Assessment Objectives:
AO1:
identify and interpret explicit and implicit information and ideas LM, IN
select and synthesise evidence from different texts SR
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 E, Z, ER, S, WT, AQ
AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
AO4: Evaluate texts critically and support this with appropriate textual references E, JP, WT, ER, EV, AQ
AO5: 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 SDT, SI, SET, CH, PL , WT, EO, EE, S, NV, MA, ST, NH, Eng, CR
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.  SO, AV, AP, SPaG 1-14

2. Example question and how to get top marks Assessment Objectives
English Knowledge Organiser: English Language Paper 1 Writing, Describe or Narrate
WRITING PROSE
Example question and how to get top marks
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 organization
16 marks for technical accuracy (Total 40 marks = 25% of GCSE)
Content
Register is convincing and compelling for audience
Assuredly matched to purpose
Extensive and ambitious vocabulary with sustained crafting of linguistic devices
Organisation
Varied and inventive use of structural features
Writing is compelling, incorporating a range of convincing and complex ideas
Fluently linked paragraphs with seamlessly integrated discourse markers
Technical accuracy
Wide range of punctuation is used with a high level of accuracy
Uses a full range of appropriate sentence forms for effect
Uses Standard English consistently and appropriately with secure control of complex grammatical structures
High level of accuracy in spelling, including ambitious vocabulary
Extensive and ambitious use of vocabulary
What to expect…
As a stimulus for students’ writing, there will be a choice of scenario, written prompt or visual
image that is related to the topic of the reading text in section A. The scenario sets out a context for writing with a designated audience, purpose and form that will differ to those specified on Paper 2.   
The Exam
45 minutes – 1 task – A choice of 2 tasks (1 descriptive or 1 narrative, but could be 2 x narrative or 2 x descriptive.)
Step one: Read & highlight key words in question (including PAF)
Step two: Study the stimulus (picture) then choose one of the two questions
Step three: Plan 6 -8 things you can include, then put them in order (Steps 1 to 3 = 10 mins)
Step four: Write it (Step 4 = 30 mins)
should be lots of crossing out! (I.e. make sure you are monitoring/editing your piece as you write!)
Should be 1 ½ sides approx.
Step five (VERY MPORTANT): Proofread!
Narrative
Descriptive
1 main event
1/2 characters
1/2 setting
Care about the character / what happens
Show not tell
One scene – big to small
Zoom in
No major event
No main character (don’t care!)
Atmosphere
5 senses
Language devices:
Simile
Metaphor
Personification
Onomatopoeia
Alliteration
Imagery
Symbolism
Oxymoron
Juxtaposition
Pathetic Fallacy
Don’t forget to PLAN
MADNESS sentences
Minor
Bang!
Adverb start
Slowly, the hedgehog crossed the road.
Double adjective start
Angry and frustrated, she slammed the door.
Not only..., but...
Not only was he scared of bears, but he would run a mile at the very mention of them.
Embedded clause
Klara, who had been struggling to get to sleep anyway, crept down the stairs.
Subordinate clause start
Because I was hungry, I ate seventeen pancakes.
Subordinate clause end
Adam was happy to go back in the kitchen once Amy smashed the spider.
Tips for using devices:
Appeals to the senses: E.g. Use verbs to demonstrate sound: the leaves crunched underfoot
Metaphor/simile: Have a character who is trapped? Think of other things/creatures which are trapped (e.g. caged animals? Things in jars?!)
Show don’t tell: Think about how a character talks and walks and what this can reveal about their emotions.
Pathetic fallacy: Can the weather reflect the mood or atmosphere of your scene?
Basic narrative structure
Setting
Character
Problem
Climax
Resolution
Assessment Objectives
AO5
Content and Organisation
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 Technical Accuracy
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.)