English revision

The penultimate lesson…

Language Exam

• 2nd June 2015

• Unit 1 reading

• Unit 2 writing

• Each exam makes up 30% of your total language grade.

An important issue is how you

use your time• Here is a guide to the timing:

• 5 mins – read and annotate the questions and skim

read the two articles – you should highlight the

topic sentences as you go through the article.

• Write the question numbers on the extracts.

• 5 mins – read the first article and annotate the

quotations you will use in your answer

• 10 mins – answer question 1

• Follow this format for the following 3 questions – aim

for about 10 mins per question.

Understanding Questions• You need to recognise question key

words

• “What” questions are “search and find” questions. They are the easiest type and need you to find information in the text and explain. For higher marks you need to use evidence and show inference.

• “How” questions require a mixture of language analysis and exploration of techniques used by the writer.

Tricky questions

• “Why” questions can be search and find

• – e.g – Explain why Charles Starmer-Smith thinks cycling is a popular and enjoyable activity. [10]

• This question tests the ability to read with insight and engagement, to make appropriate references to texts and to sustain an interpretation.

• Or inference questions

• e.g-According to the magazine article, why do people watch reality TV programmes? [10]

• This question tests knowledge and understanding of text and use of inference. It also tests appreciation of language.

• Give 8-10 marks, according to quality, to those who select appropriate material from the text to reach a well-considered and detailed response. The best answers should be thorough as well as perceptive, covering a range of points with insight and accuracy. These answers should be cohesive and coherent, making clear inferences.

Tricky

• Sometimes a question will ask “what” and “how”

• This question tests the ability to select material appropriate to purpose and explain and evaluate how writers use linguistic, grammatical and structural features to achieve effects.

• You must comment on what they are saying then comment on specific language features – read between the lines and infer…

Understanding Questions

• Question 4 asks you to “COMPARE

AND CONTRAST”

You will need a bank of comparative

connectives to answer this question.

A* Skills - reading

A* Skills - writing

Literature

• Unit 1 - 18th May 2015

• 2 hours

• 1 hour Of Mice and Men ( 1 extract

question and 1 whole text question)

• 1 hour Unseen poetry

Of Mice and Men

• Extract question (20 minutes)

• Usually asks about mood and atmosphere or what we learn about a character or the relationship between characters

1. Begin by contextualising the extract - where is it from in the novel? What happens before and after? How does it link to other events?

2. Then analyse language – pick quotations and analyse in detail – embed short quotations and link your analysis to the question. Consider the writers purpose.

3. Use quotations from throughout the extract – track changes in mood and atmosphere or character –

4. End by commenting on the end of the extract and suggest how your final quotation links to (or foreshadows) later events.

Of Mice and Men

• Whole text question

• You must link your answer to historical context.

The Great Depression

The American Dream

Representation of women

Migrant workers

Industry and its effect on agriculture

Racism

Disability

Old age

Whole text questions

• There is usually a choice between a character/relationships question and a theme question.

• Theme is generally the one to go for if you are aiming for A or A* (although you can still gain a high grade on the character question if you link into themes and context and show a confident knowledge of the whole text)

• Consider and evaluate the writers purpose and context throughout your response and ensure you stay focused on the question.

Unseen poetry

• The question is always the same.

Write about the poem and its effect on you.• You may wish to include some or all of these

points:• the poem’s content – what it is about;• the ideas the poet may have wanted us to

think about;• the mood or atmosphere of the poem;• how they are written – words or phrases you

find interesting, the way the poem is structured or organised, and so on;

• your response to the poem. [20]

Use the bullet points to help you plan and structure your response

To get a D you must:• Show understanding of the main meaning of the poem• Use PEE but only repeat quote in explanation• Re-tell the story• Spot poetic techniques but don’t explain the effects• Make obvious connections between the poems

To get a C / B you must:• Show understanding of the subtext• Start to have your own opinions about the poem’s meaning• Use PEE and explain your quote and evaluate your points• Have a structured answer• Explain the effects of poetic techniques on the reader through

language, structure and form• Make clear and thoughtful links between the poems

To get an A/A* you must:• Be confident in your own interpretation of the poem and its

subtext• Use PEE confidently, using one word embedded quotes with a

well structured answer • Evaluate the effects of language structure and form and discuss

why the poet may have chosen them• Make original links between the poems

Literature

• Unit 2 - 22nd May 2015

• 2 hours

• 1 hour Blood Brothers (1 extract

question and 1 whole text question)

• 1 hour Pride and Prejudice (1 extract

question and 1 whole text question)

Critical response to texts (AO1)

Candidates will:

display some

understanding of

main features;

make generalised

reference to relevant

aspects of the text,

echoing and

paraphrasing;

begin to select

relevant detail.

Candidates will

make more detailed

reference to text;

discuss thoroughly, and

increasingly

thoughtfully,

characters and

relationships;

probe the sub-text with

increasing confidence;

select and evaluate

relevant textual details;

understand and

demonstrate how

writers use ideas,

themes and settings to

affect the reader;

convey ideas clearly

and appropriately.

D / E GRADEC/B GRADE A / A* GRADE

Candidates will:

make increasingly assured

selection and incorporation of

relevant detail;

are able to speculate/offer

tentative judgements;

are able to evaluate

characters/relationships and

attitudes/motives;

at the highest level,

consistently handle texts with

confidence, have an overview

and ability to move from the

specific to the general:

convey ideas persuasively

and cogently with apt textual

support.

Language, structure and form (AO2)

Candidates will

be able to recognise

and make simple

comments on

particular features of

style and structure.

Candidates will

see how different

aspects of style and

structure combine to

create effects;

show increasingly

clear appreciation

of

how meanings and

ideas are conveyed

through language,

structure and form.

D / E GRADE C/B GRADE A / A* GRADE

Candidates will

show appreciation of

how writers use

language to achieve

specific effects;

make assured

exploration and

evaluation of the ways

meaning, ideas and

feeling are conveyed

through language,

structure and form;

at the highest level,

make assured

analysis of stylistic

features.

Social, cultural, and historical contexts (AO4)

Candidates will

show a limited

awareness of

social/cultural and

historical contexts.

begin to be aware

how

social/cultural and

historical context is

relevant to

understanding the

texts(

Candidates

are able to set texts

in contexts more

securely; begin to

see how texts

have been

influential.

have a clear grasp

of social/cultural

and historical

context;

begin to be able to

relate texts to own

and others'

experience.

D / E GRADE C/B GRADE A / A* GRADE

Candidates will

show a clear understanding of

social/cultural and historical

contexts; are able to relate

texts

to own and others'

experience;

are able to identify and

comment on importance of

social/cultural and historical

contexts; Awareness of literary

tradition shown; at the highest

level, show a clear

understanding of

social/cultural and historical

contexts; Able to relate details

of text to literary background

and explain how texts have

been / are influential at

different times.

This is only assessed for Of Mice and Men on

Unit 1

and Pride and Prejudice on Unit 2