1. Knowledge Organisers: AQA Language Paper 1 – Fiction: Exploration in Creative Reading and Writing (80 marks) 1 hour 45 minutes Paper 2 – Non-Fiction: Writers’ viewpoints and perspectives (80 marks) 1 hour 45 minutes Page 2 & 3: Paper 1 Reading Q1 - 4 Page 4 & 5: Paper 1 Writing Q5 Page 6 & 7: Paper 2 Reading Q1 – 4 Page 8 & 9: Paper 2 Writing Q5 Page 10: Technical Accuracy in writing - SPAG

2. Exam Question Requirements
EXPLORATIONS IN CREATIVE READING AQA PAPER 1 READING KNOWLEDGE ORGANISER
Exam Question Requirements
Question Example Q1
List four things that link to the question
Skill in question: selecting information (can be quotes or paraphrased into own words)
Read again the first part of the source, from lines 1 to 4.
List four things about Alice and her surroundings from this part of the source. [4 marks] Q2
Analyse the way language is used to describe a feature in the specific area of text printed on the question paper.
Skill in question: selecting information (quotations), analysis (being able to infer information about how language is used, why it is used in this way and what the writers’ intentions were), applying terminology (being able to explain how the writer has used language applying subject specific vocabulary to the quotations you select)
How does the writer use language here to describe the mountain area?
You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms. [8 marks) Q3
Analyse the way structure has been used to interest the reader in the story or the section of the story provided.
Skill in question: selecting information (quotations), analysis (being able to infer information about how the structure is used, why it is used in this way and what the writers’ intentions were, as well as the effect created), applying terminology (being able to explain how the writer has used the structure applying subject specific vocabulary to the quotations you select)
You now need to think about the whole of the source. This text is from the beginning of a novel.
How has the writer structured the text to interest you as a reader? You could write about:
• what the writer focuses your attention on at the beginning of the source
• how and why the writer changes this focus as the source develops • any other structural features that interest you. [8 marks] Q4
Evaluate how far you agree with the different elements of the statement put forward.
Skill in question: : selecting information (quotations), evaluating an argument (being able to infer information about the quotations and state whether you agree with the statement or not and offer opinions to state why and how), applying terminology (being able to explain how the writer has used the language and structure applying subject specific vocabulary to the quotations you select)
Focus this part of your answer on the second part of the source, from line 21 to the end.
A reader said, ‘This part of the story, where Alice decides to continue digging for the object, is very mysterious, and suggests her discovery may be life-changing.’ To what extent do you agree?
In your response, you could:
• consider the reasons why Alice decides to continue digging
• evaluate how the writer creates a sense of mystery
• support your response with references to the text. [20 marks]

3. Q1 – Read carefully the information & only write four things down.
How can I use emotion words for analysis?
Use the range of emotions/alternative words to analyse the way characters are presented, how they feel and what the writer has intended in your analysis.
Word Class Terminology
Definition
Noun
the name of something (Proper Noun: people, places, dates & months must have a capital letter at the start)
Verb
A word used to describe an action
Adverb
often ly words which describes how things are done
Adjective
a word used to describe
Connotations
implied or suggested meanings of words or phrases
Language & Structure Terminology
Simile
comparison between two things using like or as
Metaphor
where one thing becomes another in a comparison
Personification
giving human qualities to inanimate objects, animals, nature
Juxtaposition
placing contrasting ideas close together in a text
Symbolism
the use of symbols to represent ideas or qualities
Tone
the way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing.
Hyperbole
use of exaggerated terms for emphasis
Pathetic Fallacy
ascribing human conduct and feelings to nature, usually the weather
Emotive Language
language which creates an emotion in the reader
Dialogue
Speech
Description
Showing the reader by describing what is happening
Foreshadowing
a hint or suggestion of what might happen later in the story
Withholding Information
holding back information from the reader to create a range of emotions
Emotions
Synonyms to describe this feeling or emotion
Anger
Irritated, Annoyed, Rage, Hostility, Agitation, Aggravated, Contempt
Fear
Horror, Rage, Mortification, inferiority, Hysterical, Panic, Insecurity
Love
Tenderness, Desire, Longing, Affection, Caring, Passion, Compassion
Joy
Elated, Enthusiastic, Eager, Hopeful, Enchanted, Rapturous, Delighted
Surprise
Confusion, Overcome, Stimulated, Astounded, Speechless, Awe-struck, Dismayed
Sadness
Disappointed, Suffering, Despair, Dismayed, Hurt, Regretful, Isolated
Tension
Tense, fraught, dramatic, nerve-wracking, anxiety, stress, strain, straining, stretching, apprehension, pressure, worry
Top Tips
Q1 – Read carefully the information & only write four things down.
Avoid repeating ideas that are similar.
Q2 – Explore the way language is used and how the writer creates an effect with focus on their intention. Use a minimum of 3 quotes and zoom in closely on language too.
Q3 – Explore the way the writer FOCUSES on different things at different parts of the text – start – change – ending. Don’t get hung up on structural terminology, instead show you understand what they (the writer) has done, where they have done it and why they have done it. Use a minimum of 3 structural ideas.
Q4 – This is an evaluation and normally you are supposed to agree in the main with the statement they present. Ensure that you use adverbs to show how far you agree. Offer clear opinions and offer valid alternative opinions to show that you can consider more than one viewpoint. Think of this question as a mini essay, with an introduction, 3 well structured paragraphs building your argument around a minimum of 6 quotes and a conclusion summarising what you think.

4. AQA Narrative or Descriptive Writing
SKILLS
Writing:
SPAG – Applying Spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, ellipsis
Sentence structures – applying a variety for effect – simple, compound and complex. PANIC sentence openers & being able to apply these.
Paragraphing – TIPTOP rules & being able to apply these effectively.
Freytag’s narrative structure – able to apply the narrative structure
Vocabulary to create emotions
Definition
Uplifting
Inspiring happiness or hope
Joyful
Expressing great pleasure or joy
Hopeful
Feeling or inspiring optimism for the future
Despair
Complete loss of all hope
Distress
Extreme anxiety, sorrow or pain
Melancholy
A feeling of pensive sadness with no obvious cause
Optimistic
Looking at the positive aspects of life
Pessimistic
Looking at the negative aspects of life
Pensive
Thoughtful mood
Frustrated
Feeling of annoyance
Inferior
Lower in rank status or quality
Sentimental
feelings of tenderness, sadness, or nostalgia
Powerful
Having great power or strength
Insignificant
Too small or unworthy to be considered important
Nostalgia
A longing for the past
Terminology
Definition
Freytag’s narrative structure
Exposition, Rising Action, Falling Action, Climax, Resolution
Exposition
a comprehensive description and explanation of an idea or theory:
Rising Action
is a series of relevant incidents that create suspense, interest and tension in a narrative
Falling Action
is what occurs directly after the climax
Climax
the most intense, exciting, or important point of something; the culmination
Resolution
the action of solving a problem or contentious matter
Cliff-hanger
that leaves the character in a seemingly impossible situation
Withholding information
suppress or hold back (an emotion or reaction or event in a story).
Plot
the main events of a play, novel, film, or similar work, devised and presented by the writer as an interrelated sequence.
Character
the mental and moral qualities distinctive to an individual in a story
Setting
the place or type of surroundings where something is positioned or where an event takes place
The Senses
Sight, Sound, Touch, Taste, Feel – embedding these elements into a story
Pathetic Fallacy
ascribing human conduct and feelings to nature
Symbolism
the use of symbols to represent ideas or qualities
Exam Question Requirements
Either use the picture as stimulus for an engaging descriptive piece of writing OR
Write a story inspired by the prompt given to you
Success Criteria for a well thought out story
Unusual, intriguing description
Showing not telling
Repetition
Pathetic fallacy
Symbolism
Confident style in your writing
Paragraph Links
Varying sentence types for effect
Remaining in the same person/tense Starting sentences in a variety of ways PANIC:
With a preposition, adverb/adjective, noun, ‘ing’ word (verbs), connectives
Punctuation Rules to Apply
Capital Letters: For Proper Nouns – Name of place/person & at the start of a sentence
Full Stops: end of a sentence that is not a question or statement
Comma: separates lists/phrases/words & when using sentence adverbs (‘however’, ‘moreover’ etc.) from the rest of the sentence, & to indicate a sub-clause in a sentence
Apostrophe: ~ to show that letters have been left out.
& to show possession.

5. Example Question & Suggested structures
for description or the story
Timing: You must spend 45 minutes on this – 5 minutes planning – 40 minutes writing & checking
Story
Use the following structure:
Introduction – focus on setting the scene by showing not telling
Build Up – create rising tension to show something is going to happen
Climax – the high point /action point in the story/ problem
Resolution – finalise the action or have something happen to resolve the problem
Description Use the following structure: Drop – Give a wide view of what you see Shift – Focus in on one element of what you are seeing/imagining using the picture Zoom in – Focus on a minute detail Zoom out – Move your attention to a larger detail

6. Exam Question Requirements
Y11 NON-FICTION – Writers’ viewpoints and perspectives AQA LANGUAGE READING PAPER 2
Exam Question Requirements
Question Example Q1
Choose 4 statements from a list about ONE source. Only select 4 and read the instructions for crossing out wrong answers carefully.
Skill in Question: Close reading & selection of information Q2
Write a summary of information in BOTH sources. Skill in question: selecting information (quotations), synthesis (bringing information from two sources together), inference (being able to relate the evidence to the question asked), explanation (explaining how the information is linked)
You need to refer to Source A and Source B for this question.
The children at the primary school and the ragged school behave very differently.
Use details from both sources to write a summary of the differences between the behaviour of the children at the two schools. [8 marks] Q3
Explore the use of language in specific lines in the text and relating to a particular element of the text in one source only.
Skill in question: selecting information (quotations), analysis (being able to infer information about how language is used, why it is used in this way and what the writers’ intentions were), applying terminology (being able to explain how the writer has used language applying subject specific vocabulary to the quotations you select)
You now need to refer only to Source A from lines 11 to 27.
How does the writer use language to describe Sister Brendan? [12 marks] Q4
Compare the attitudes conveyed by the writers’ in the whole text in BOTH sources.
Skill in question: Selecting information (quotations), analysis (exploring how and why the writer has presented their point of view in this way), comparison (exploring how the information in both sources are similar or different), applying terminology (being able to explain how the writer has used language and structure applying subject specific vocabulary to the quotations you select)
For this question, you need to refer to the whole of Source A, together with the whole of Source B.
Compare how the writers convey their different attitudes to the two schools. In your answer, you could:
• compare their different attitudes
• compare the methods the writers use to convey their different attitudes
• support your response with references to both texts. [16 marks]

7. Comparison Connectives for Q4
Similarly
In contrast
/Contrastingly
In the same way
On the other hand
Also
However
Writing styles
Ways that writers use tone to convey what they are saying:
Persuasive
coercive, convincing, cajoling, urging
Ironic
sardonic, sarcastic,
Humorous
comical, witty, wry, playful
Advisory
assisting, recommending, consultative
Instructional
educational, guiding, didactic
Formal
Reserved, detached, conventional, scholarly
Informal
Colloquial, casual, idiomatic
Language & Structure Terminology
Definition
Simile
comparison between two things using like or as
Metaphor
a comparison as if a thing is something else
Personification
giving human qualities to inanimate objects, animals, nature
Juxtaposition
placing contrasting ideas close together in a text
Anecdote
A short story using examples from one’s own experience to support ideas
Facts / Statistics
Information – words/numbers that can be proven
Tone
the way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing.
Hyperbole
use of exaggerated terms for emphasis
Opinion
information that you can’t prove
Repetition
When words and phrases are used more than once in the text for effect
Emotive Language
language which creates an emotion in the reader
Flattery
Complimenting the reader in some way
Humour
Using phrases / making points for comedic effect
Rhetorical Question
Asking a question as a way of asserting a point. The question does not need an answer.
Directives
Using ‘you’, ‘we’ or ‘us’ to directly address and involve the reader.
Idiomatic Language
Well known common phrases found in language
Tentative Phrases
Could
Maybe
Might
Possibly
May
Perhaps
Top Tips
Q1 – Read carefully the information & using a pencil tick the ones you think are accurate, then when you are sure highlight them as directed.
Only Select 4 pieces of information.
Q2 – Don’t be fooled by the word summary. You are being asked to bring together information from both texts and show your understanding of the information you select by exploring how it links or differs.
Try to use short snappy precise quotes.
Offer 4 pieces of evidence as a minimum – 2 from BOTH sources
Q3 – This is the same as any other language analysis task and you can think about the PAFT (purpose, audience, format and tone) of the piece to help you identify different techniques used by the writer.
Offer 3 – 4 pieces of evidence and analyse it in detail with the effect considered
Q4 – This is a comparison, which is the same as the Anthology comparison in Literature. Try to compare ideas in source A with ideas in source B and show how they link, whether it is comparing or contrasting.
Leave enough time for this high mark question
Use comparison connectives to show you understand how they are similar or different
Offer 4 pieces of evidence from BOTH sources as a minimum

8. NON-FICTION WRITING AQA KNOWLEDGE ORGANISER Exam Question Requirements
SKILLS
Writing:
SPAG – Applying spelling, punctuation and grammar effectively. Minimum expectations: capital letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation marks, hyphens.
Sentence structures – applying a variety for effect – simple, compound and complex. Using time and sequencing connectives.
Paragraphing – TIPTOP rules & being able to apply these effectively.
Persuasion – Using a range of techniques effectively and suitably (FATHORSE/HADAFOREST)
Vocabulary
Definition
Convey
To communicate a message, information or idea.
Colloquial
Language used in ordinary and familiar conversations. Not formal.
Precise
Exact and accurate
Concise
Giving a lot of information clearly and in a few words.
Criticism
Disapproval
Courteous
Polite and respectful
Facilities
Places, amenities or things that are provided for a particular purpose
Provision
Providing or supplying something.
Reiterate
To say something a number of times.
Elaborate
To develop or present something in further detail.
Proposal
A plan or suggestion
Insufficient
Not enough
Inadequate
Not good enough
Negligible
Small and unimportant.
Recipient
Someone who receives something.
Writing to:
Build a clear, coherent, well developed viewpoint
Layout tips
Formal letter – Your address top right. Their address to the left and under your address. Date to the right of the page. Dear Sir/Madam…Yours faithfully. Write in 1st person.
Informal letter – Their address top right. Date underneath. Dear….From…. Write in 1st person.
Report – Title of report. Write in 3rd person.
Exam Question Requirements
Writing for 2 different purpose, audience and formats with clear communication and technical accuracy.
Write a report about…..for….
Write a letter to…..about…
SPAG & vocabulary must be accurate and effective.
Terminology
Definition
PAFT
Purpose, audience, form and tone
Purpose
What a text trying to do. Is it informative, advisory or persuasive
Audience
Who a text is aimed at
Format
The type of text (eg: letter, speech, report etc)
Tone
The way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere in the writing.
Hyperbole
Use of exaggerated terms for emphasis.
Anecdote
A short story using examples to support ideas.
Directives
Using you, we or us.
Repetition
When words or phrases are used more than once in texts.
Statistics
Facts and figures
Authoritative
Commanding and self-confident. Likely to be respected and obeyed.
Superlative
Declaring something the best i.e. the ugliest, the most precious.
Passive voice
When the subject of the sentence has an action done to it but something or someone else. E.g. the dog was being washed by the girl.
Success Criteria
Clear purpose throughout (to inform, complain, persuade etc)
Clear understanding of audience
Clear format and layout
Suitable tone (formal/informal, displeased, happy etc)
Repetition
Statistics/ Facts
Paragraph Links
Good structure
Developing ideas/arguments clearly
Using a range of punctuation including colons and parenthesise
Punctuation Rules to Apply
Capital Letters: For Proper Nouns – Name of place/person & at the start of a sentence
Full Stops: end of a sentence that is not a question or statement
Comma: separates lists/phrases/words & when using sentence adverbs (‘however’, ‘moreover’ etc.) from the rest of the sentence, & to indicate a sub-clause in a sentence
Colon: to introduce a list.
Parenthesise: To include additional information.

9. PURPOSE-AUDIENCE-FORMAT-TONE
Resources to remind you of how to format the different Non-Fiction Writing Tasks

10. Technical Accuracy in any writing task
Use in your writing and edit at the end: Paragraphs – TIPTOP - Time, Place, Topic, Person = New Paragraph Varied Sentence Types – Simple, compound & complex Varied Sentence openers – PANIC – Use prepositions, adjectives and adverbs, nouns, ‘ing’ words, connectives – to vary the opening of your sentences Capital letters – Start of sentence, I/I’m, Names of people and places Comma use – in lists; embedded clauses; after connectives or adverbs at the start of the sentence Apostrophes – in contractions (I’m); for possession John’s bag Punctuation for effect - colons :, semi-colons ;, parenthesis (), exclamation mark !, question marks ?