1. Useful Sentence Starters: Punctuation (use a variety):
Knowledge Organiser: English Language Paper 2, Writers’ Viewpoints and Perspectives
Exam Breakdown:
1 hour 45 minutes
Section A – Reading (1 hour)
Section B – Writing (45 mins)
Don’t forget proof reading and checking! Worth 50% of your GCSE English Language grade
Question Overview:
Useful Sentence Starters: Q1
AO1
Choose FOUR statements that are true.
Read a specified section of Source A and select the four true statements from a list of eight.
LM (4 marks)
Follow the instructions carefully.
Read the statements, some of them will be there to trick you! Q2
Write a SUMMARY of the similarities and differences.
Read the whole of Source A and B. Pick out key focus of question. Find relevant textual details (quotes) from both texts. Infer! Compare the two sets of details and implied meanings. No language analysis in Q2!
KF, SU, CO, IN, E (8 marks)
We learn that…
This implies that…
This suggests that…
We can infer that…
One of the main similarities/differences between… is….
On the other hand… Q3
AO2
How does the writer use LANGUAGE?
Consider a specified section of one source. Analyse how the writer uses language for effect.
E, WT, Z, AQ, ER, MA, S (12 marks)
The writer uses… for example… to create an image of…
i.e. Shelley uses a metaphor…when she is describing the…in order to present the…as… This makes the reader share the sense of…with her. The word ‘...’ connotes... Q4
AO3
COMPARE Source A and Source B.
Compare how the writers convey different viewpoints and perspectives, commenting on the writers’ attitudes, methods and their effects.
E, WT, Z, AQ, ER, WA, CO (16 marks)
The writer of Source A states “….” showing that they believe / feel… Whereas the writer of Source B states “….”.
Both writers use (method) to express their ideas…
In Source A the writer describes… whereas in Source B, the writer focuses on… Q5
AO5
AO6
Writing for different viewpoints and perspectives – non-fiction (persuade / argue / advise etc… )
Produce a piece of original non-fiction writing that meets the brief in the question
(40 marks = 24 content + 16 technical accuracy)
It could be said that…
We need to work together to…
Some people might argue that…
We are often led to believe… However…
I am asking you to consider…
A further aspect to consider is…
We must think about…
Finally, I would like to leave you with the idea that...
Key Vocabulary:
Simile
Personal Pronouns
Metaphor
Alliteration
Personification
Anecdote
Imagery
Facts
Connotation
Opinions
Rhetorical Question
Repetition
Exaggeration
Word classes:
Emotive Language
- Verb
Expert Quote
- Adverb
Statistics
- Adjective
Triple
- Noun/pronoun
Tone
Punctuation (use a variety):
. , : ; “” () ? ! …
MADNESS sentences!
Assessment Objectives:
AO1: KF, P
identify and interpret explicit and implicit information and ideas LM, IN
select and synthesise evidence from different texts. SR, E, RT
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. WT, Z, AQ, ER, MA, S
AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. WA, CO
AO4: Evaluate texts critically and support this with appropriate textual references. JP, EV, E
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. KF, PR, L, DM, A, TS, JO, AV, F, WT, SO, CA, S, Li, Eng, TO
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. Knowledge Organiser: English Language - Reading
Imagery and Language
Alliteration
Words in a sentence/passage that begin with the same letter or sound.
Plosive alliteration
Repetition of the B or P sound at the beginning of words.
Sibilance
Repetition of the S or SH sound at the beginning of words.
Metaphor
Comparing one thing to another by saying it is something else e.g. ‘the tree was a mountain.
Simile
Comparing one thing to another often using like or as e.g. ‘the tree was like a mountain’, ‘it was hotter than the sun’.
Personification
Giving an inanimate object human qualities.
Onomatopoeia
Words that sound like what they are e.g. bang/crash/drip.
Repetition
Repeating a word or idea more than once.
Adjective
A describing word (which describes a noun).
Verb (dynamic/modal)
A doing word.
Noun (abstract/concrete)
A naming word: concrete nouns can be sensed with one or more of the five senses, abstract nouns cannot (e.g. ideas/emotions).
Pronoun
I/You/He/She/They etc.
Adverb
Describes a verb, often ends in –ly.
Connotation
The associated meanings of a word e.g. the connotations of red might be love/danger/anger etc.
Colloquial language
Informal or slang language.
Semantic field
A group of words suggesting a theme/topic e.g. a semantic field of war – guns/bullets/army/soldier
Character
Narrative voice
The perspective from which the story is told.
Archetype
A familiar/traditional character used seen in many stories across different cultures e.g. the villain.
Protagonist
The main character.
Setting
Pathetic fallacy
When the weather reflects the actions/mood of the story.
Structure
Declarative sentence
A statement e.g. The sky is blue.
Imperative sentence
A command e.g. Stop running.
Interrogative sentence
A question.
Exlcamative sentence
A sentence ending with a !
Linear narrative
Narrative that follows a straight line e.g. beginning – middle – end.
Non-linear narrative
Often starts in the middle of the story and then goes back to the beginning may involve flashbacks.
Cyclical narrative
A story that ends where it begins.
Motif
Reoccurring ideas and themes throughout the story.
Asyendetic list
A list without conjunctions or connectives.
Climax
The point of greatest tension in the story.
Foreshadowing
Hints of what is to come in the story.
Assessment Objectives:
AO1 KF, P - Identify and interpret explicit and implicit information and ideas. LM, IN
- Select and synthesise evidence from different texts. SR, E, RT
AO2 - Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers Use relevant subject terminology to support views. WT, Z, AQ, ER, MA, S
AO3 - Compare writers’ ideas across two or more texts. WA, CO
AO4 - Evaluate texts critically and support this with appropriate textual references. JP, EV, E