1. An Introduction

2. 1. Virulent (p1) 2. Obsolescence (p2) 3. Resolute (p2) 4. Conservationists (p6) 5. Poignancy (p7) 6. Officialdom (p8) 7. Antithesis (p9) 8. Barren (p10)

3. 1. Virulent (p1) poisonous / spreading like a virus 2. Obsolescence (p2) the process of going out of date or no longer being in use 3. Resolute (p2) firm /determined /unwavering 4. Conservationists (p6) those who promote preservation of natural resources 5. Poignancy (p7) profoundly moving 6. Officialdom (p8) Of or relating to an office or a post of authority 7. Antithesis (p9) The direct or exact opposite 8. Barren (p10) Lacking vegetation, especially useful vegetation

4.  For Monday  Bring in a newspaper article from a quality newspaper – the Guardian, the Independent, The Times, The Herald.  Complete the review sheet  Be prepared to say discuss your chosen article

5.  In your own words, identify five key ideas form the passage.

6.  You will be allocated one paragraph.  For this paragraph, you should note: 1. The topic 2. Any effective features of style (word choice, imagery, sentence structure, tone, contrast...)

7.  From the first paragraph, identify two feelings the writer had as she watched the tree in her garden being cut back.

9.  Give a brief answer.  One answer per mark.  Do not repeat the question.  Bullet points are acceptable. 

10.  Highlight key words in question  Highlight answers  Turn into your own words (paraphrase the whole phrase rather than word by word)

11.  She felt troubled, as though watching an illegal act.  She felt responsible for a terrible act.  She felt morally uncertain.

12.  Analyse how the writer’s use of language in lines 5-12 emphasises the importance of trees.

14.  For questions that ask you to “Analyse”, you must identify features of language and discuss their relationship with the ideas of the passage.  Features of language might include word choice, imagery, tone, sentence structure, punctuation, sound techniques and so on.  You will receive two marks for a good piece of analysis, one mark for a less developed piece of analysis.

15.  Identify and highlight effective word choice  Quote the word(s)  Discuss their connotations  Explain how these connotations help convey the writer’s point.

16.  This is a word’s meaning.  This is not what you should comment on.

17.  This is a word or phrase’s associations.  These are what you should focus on.  ‘Pre-natal mortalities’ and ‘baby deaths’ have the same meaning or denotation.  However, the first has very medical, scientific connotations, suggesting categorisation and a lack of emotion.  The latter has more emotive connotations.

18.  “precious” has connotations of great value. This suggests that trees should be cherished and protected.

19.  Imagery is a non-literal comparison. It uses figurative language to create a visual comparison.  Three main types- metaphor, simile and personification.

20. But soft, what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief That thou, her maid, art far more fair than she

21. But soft, what light through yonder window breaks? It is the east, and Juliet is the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with grief That thou, her maid, art far more fair than she

22.  Identify the image  Quote the image  Deconstruct the image (literal root and what it is being compared to)  Explain the effect of the comparison

23.  How does the writer’s use of language convey Romeo’s feelings?  Imagery: ‘Juliet is the sun’. Romeo compares his beloved to the largest star in our solar system- the giver of life and light. This suggests that he believes Juliet is the most important and powerful thing in his life, clearly conveying the extremely passionate feelings he has for her.

24.  ‘calming like cathedrals’  A large place of religious worship is being compared to how trees make us feel. This suggests that just as cathedrals have an impressive, spiritual quality so trees are good for our inner well being.

25.  2. According to the writer in lines 13-18, in what ways are the protestors different form how we might expect them to be?

27.  For questions that ask you to “Explain” or ask “in what way”, you must relate cause and effect and / or make relationships between things clear.

28.  Expectation – one mark  How they differ- one mark

29.  We might expect them to be unconventional / radicals.  They are a cross-section of everyday, normal people.

30.  By referring to at least two features of language in lines 19-25 analyse how the writer conveys her feelings of unhappiness about the Hastings development.

31.  Consider the point the writer is making.  Highlight the aspects of sentence structure that are most effective in conveying this point.  Explain exactly what the features of sentence structure are.  Explain the effect of structuring the sentence(s) in this way.  Be specific, clear and detailed.

32. 1. Length- particularly long or short? If so, why? 2. Use of punctuation for effect. Explain what the effect is. 3. Repetition. 4. Word order / inversion. 5. Use of climax or anticlimax.

33.  The first three sentences are short and simple. They suggest that destruction is the inevitable fate of the trees and that the developers cannot be stopped.

34.  “short-term” has connotations of something transient, not a long lasting solution. This suggests that the writer believes that the trees that are to be destroyed are of greater value than money.

35.  4. (a)  From lines 26-30 identify two claims the government makes about the protestors.

36.  They are looking to protect their own upper class lifestyles and interests.  They are not interested in protecting the environment.  They have no interest in the fate of people less well off than themselves

37.  By referring to at least two features of language in lines 31-37, analyse how the writer conveys the strength of her belief in tree conservation.

38.  Identify appropriate feature of language – word choice, imagery, tone, contrast, sound techniques etc.  Quote  Analyse

39.  Word choice  “grotesque” has connotations of disgust and something distorted. This suggests that felling trees is unnatural and hideous.  Sentence structure:  “Not so a tree.”  A short, emphatic sentence is used to end the paragraph. This emphasises the contrast between trees and even the most impressive or endangered of creatures: trees are even more precious.

40.  5 (a) Identify any four reasons given in these lines for cutting down trees. You should use your own words as far as possible.

42.  Brief answers  Bullet points are fine  In your own words as far as possibe

43.  They may contribute to land sinking  They are potentially damaging to vehicles  They are a danger to young people  Hey shed twigs and leaves, and that leaves public spaces looking dirty  Money can be made form selling trees

44.  5 (b)  By referring to at least one example, analyse how the writer's use of imagery emphasises her opposition to cutting down trees.

45.  5 (b)  By referring to at least one example, analyse how the writer's use of imagery emphasises her opposition to cutting down trees.

46.  Identify the image  Quote the image  Deconstruct the image (literal root and what it is being compared to)  Explain the effect of the comparison

47.  ‘embarrassed stumps’  The writer is comparing what is left of the trees to people feeling shame.  Just as an embarrassed person feels self- conscious and exposed, so the writer is suggesting that trees look vulnerable after the work that has been carried out on them.

48.  6. Evaluate the final paragraph’s effectiveness as a conclusion to the passage as a whole.

50.  For questions that ask you to “Evaluate”, you must make a judgement on the effect of the language and /or ideas of the passage.

51.  Returns to key ideas form earlier in the passage  Sense of climax  Returns to ideas / language of the start of the passage

52.  Identify an aspect of the final paragraph  Link it back to earlier in the passage

53.  This is an effective conclusion because it returns to a key argument from throughout the passage: economic growth versus the value of trees. The Hastings development is an example of short term economic growth, while at several points the writer stresses the value of preserving trees, for example, establishing the majesty and wonder of trees in the opening paragraph. 

54.  Both writers express their views about the importance of trees. Identify key areas on which they agree. In your answer you should refer in detail to both passages.

55. 1. Decide what you are being asked: agree, disagree or both. 2. Identify the key ideas of both passages (try to do this while you are working you way through the questions). Find some short quotations to illustrate these points. 3. Identify the key areas where they agree or disagree. 4. Write your answer.

56.  Identify the area of agreement/ disagreement  Paraphrase the stance in Passage One.  Use an embedded quotation to illustrate this.  Paraphrase the stance in Passage Two.  Use an embedded quotation to illustrate this.  Repeat at least three times.

57.  Identify the area of agreement/ disagreement  Paraphrase the stance in Passage One.  Use an embedded quotation to illustrate this.  Paraphrase the stance in Passage Two.  Use an embedded quotation to illustrate this.  Repeat at least three times.

58.  The difficulty of gaming:  Passage 1 describes games as “maddeningly hard” and as such require and develop problem solving skills, thus making games beneficial to the player.  Passage 2 disagrees. It describes the players as “spoon-fed”. This suggest that the games offer no challenge to the player, that everything is done for them.  x4