8 marks AO2: How is LANGUAGE used to… 20 marks AO4: A student having read the text said...

5 minutes: 4 marks AO1

 The writer has used (language TO WHAT EXTENT DO YOU AGREE?
List 4 things about… technique) to…
 Evidence – carefully select your  I agree with the student because…
 make sure you quotes  This is shown in the extract when “...”
only list things  The writer has done this to…/ the  The use of [language technique] creates imagery/gives the
asked for in the word/phrase… impression that…
question  The writer has done this to... The reader responds by…
GCSE English Language Paper 1

connotes/implies/suggests…
 Read the text  The reader thinks/imagines…  From this, I can conclude that the student is right because…
carefully to Revise language techniques thoroughly
Read the question carefully and ensure you
ensure
answer only what it is asking for. Revise word classes thoroughly – correctly identify nouns, adjectives,
understanding
 Revise finding 4 Revise word classes thoroughly – correctly adverbs, verbs, pronouns etc.
facts on different identify nouns, adjectives, adverbs, verbs, etc –
aspects of a text. Practise analysis of words and phrases.
use your new ‘Word Class Cheat Sheet’ to help
with revision.

24 marks AO5; 16 marks AO6

8 marks AO2
Write a description/Write a story
How is the text STRUCTURED…
 Alliteration
 The writer has structured the text by… Remember:
 Personification
 At the beginning of the extract, the writer focuses our attention on…
 Emotions  3-word sentences
 This changes when the writer uses (structural technique) to focus
 Similes  1 word sentences
our attention on…
 Sensory language  7-word sentences
 At the end of the extract, (structural technique) is used to focus our
 Triplet of adjectives  Ambitious
attention on…
 Onomatopoeia punctuation
 This engages the reader by…the writer has done this because…
 Metaphor  Paragraphs
Revise structural techniques thoroughly – juxtaposition, establishes setting,  Pathetic fallacy  Link ideas in 1st and
character, dialogue, narrows/zooms in or out, switches the focus, in and  Powerful verbs last paragraphs
outside. Practise analysis on extracts, first pages of books or dramatic
moments.
The writer creates violent imagery using powerful verbs to describe the effects of the weather. For
example, the wind is described in ‘gusts’ and the powerful verbs ‘shaking’, ‘blew’ ‘trembled’
‘swayed’ and ‘rocking’ show the reader that the wind is aggressive and putting the characters in the
extract in danger. Powerful adjectives have also been used to show the demoralising and
demotivating effect the weather has had. Powerful adjectives such as ‘faint’, ‘dispirited’ ‘broken’ and
‘numb’ show the reader that both the driver and horses are struggling in the difficult weather. The
long, complex sentence running from lines 8-11 reflects the chaos clearly caused by the weather and
implying the negatives effect of the weather continues in many different directions. This use of
pathetic fallacy sets the tone for the novel, as the writer clearly wants a tense atmosphere from the
start. The use of such powerful language means the reader can quite clearly imagine how it would
feel to sit in the coach in such a dangerous position which makes the reader feel tense and builds
suspense in the novel.

FOR SUCCESS:

 Write statements which directly responding to the

question.
 Use 2-3 appropriate quotations to support your
statements.
 Ensure you use subject terminology.
 Analyse what the language
shows/suggests/implies/connotes.
 Comment on what the reader thinks/feels/imagines.
 Aim for 3 x SQIR paragraphs minimum.
The reader’s attention is focused on establishing the weather in Cornwall at the beginning of the
extract, where powerful adjectives in ‘backing wind and granite sky’ set the tone of the novel and
show the reader that the setting is cold, dark and miserable. This is reinforced by the following
description of the wind coming in ‘gusts’ which suggests that the weather could be dangerous as the
story progresses. Structurally, this creates tension for the reader as pathetic fallacy has been used to
introduce the setting and the atmosphere is gloomy, which sets the scene for negative events to
come.

The focus then changes to the carriage, which has ‘creaked’ and ‘groaned’ during the journey and
had ‘flung’ the mud against the windows. This suggests that the coach is not particularly stable and is
negatively affected by the weather. This further builds tension for the reader as it suggests that
something bad is likely to happen involving the coach, foreshadowing danger.

The focus changes from outside the carriage to inside the carriage, when the reader is introduced to
several passengers. The powerful verbs ‘huddled’ and ‘exclaiming’ suggest to the reader that the
passengers are as cold and miserable as the initial opening of the novel suggests, as well as vocal in
their misery. The focus changes yet again when the only character with a name in the opening is
introduced: ‘Mary Yellan’. This immediately engages the reader as her name indicates that Mary
Yellan is the main character and the person the reader will be following throughout the novel.

FOR SUCCESS:

 Write statements directly responding to the question.

 Comment on what the focus is on at the beginning and
then how this changes.
 Use 2-3 appropriate quotations to support your
statement.
 Explain why the text is structured this way
 Comment on what the reader thinks/feels/imagines
 Aim for 3 x SQIR paragraphs minimum – focused on the
beginning, middle and end of the text.
I agree with the student because the writer has chosen to present characters of contrasting
personality in the extract and has brought them to life vividly. This is shown in the extract when the
‘old fellow’ gets up ‘in a fury, and fumbling with the window sash, let the window down with a
crash’. The powerful verb ‘fumbling’ shows his frustration and the onomatopoeia ‘crash’ shows the
violence of his action, indicating that he is creating an unpleasant and uncomfortable atmosphere on
the coach, particularly after he soaks his companions.

Another contrasting personality in the coach is the woman, described using powerful adjectives as
‘jovial’ and ‘red-faced’. This puts her in complete contrast with the angry man and shows the variety
of people that would travel on a coach, in a similar way to how people travel on a modern bus. The
woman’s contrast with the man is reinforced with more powerful adjectives with a ‘great hunk’ of
cake showing the woman’s different approach to her surroundings.

The final contrasting personality is of Mary Yellan herself. She is described using a powerful verb as
having her eyes ‘fixed’ on the window, contrasting her with both the other characters with either
their cheerful or irritable demeanours, as she is seen to be unmoving and focused on the outside
and the weather. The writer has done this to appeal to the reader’s senses – in particular the sights
and sounds of an irritable, cheerful, or quiet passenger and in doing so proves the student right by
ensuring that the reader does indeed feel they are in the coach with the group of them.

FOR SUCCESS: (aim for 5 different points)

 Write a statement directly responding to the question – do you

agree and why?
 Use 2-3 appropriate quotations to support your statement.
 Use subject terminology and explain what the language
shows/suggests/implies/connotes/conveys
 Comment on what the reader thinks/feels/imagines
 Link back to the student’s statement.
 8 marks: AO1 16 marks: AO3
4 marks: AO1
Write a summary of… Compare how the two writers convey/present their attitudes about…
Choose four
statements…  Text A is…  In source A, the writer thinks that…
 For example…  For example…
 Read the text  This shows that…  The [language technique] shows us that…
carefully to  This is because  The reader responds by..
ensure  However, Text B  Similarly/on the other hand, in source B, the writer thinks that…
GCSE English Language Paper 2

understanding. is…  For example…

 Revising finding 4  For example…  The [language technique] shows us that…
facts on different
 This shows that…  The reader responds by..
aspects of a text.
 This is because
 Remember Ensure you revise subject terminology thoroughly using your glossary
information may Connectives to compare:
Always remember to comment on the reader’s response
be explicit or however, in contrast, on
implicit. the other hand, similarly, Ensure you use comparative signposts to make links between the two texts –
contrastingly similarly – on the other hand

24 marks AO5; 16 marks AO6

12 marks: AO2
Write to argue/persuade/inform
How is language used to…?
 Anecdotes
 The writer has used [language technique] to…  Fact  3-word sentences
 For example…  Opinions
 1 word sentences
 This shows that/creates imagery of/has connotations  Repetition
of…/ conveys/ suggests/implies  7-word sentences
 Emotive language/exaggeration
 The reader responds by thinking/feeling/imagining…  Ambitious
 Statistics
 Triplet of adjectives punctuation
Ensure you revise subject terminology thoroughly.
 Rhetorical question  Paragraphs
Always remember to comment on the reader’s response.  You (direct address)  Link ideas in 1st and
 Letter/ leaflet/ speech/ article/ report last paragraphs
Only refer to the section of the text mentioned in the question.
Eddie and Henry are two very different boys, with very different attitudes to their fathers. In source
A, Eddie is described as having a ‘special mocking voice’ and ‘taking the mickey’ out of his father.
This shows that Eddie is very comfortable with his father, comfortable enough to make jokes at his
expense. This is because Eddie and his father are modern men with an easy relationship, and the
humour they share is used to make the article amusing. Contrastingly, in Source B Henry is much
more respectful to his father. He writes ‘my dear father’ and ‘your respectful son’, which reflects he
follows the expected social etiquette towards his father in the 19th Century. This is because the
relationship between father and son at the time would be much more formal and he would be
expected to use excellent manners as his father is his elder.

FOR SUCCESS: ( 3x SQIR paragraphs)

 Write a statement directly responding to the

question – relate to differences.
 Make a statement about Source A.
 Use appropriate quotations to support your
statement.
 Make an inference – what do your quotations show?
 Explain your inference – explain WHY it is this way
 Use a connective to compare/contrast.
 Make a statement about source B.
 Use appropriate quotations to support your
statement.
 Make an inference – what do your quotations show?
 Explain your inference – explain WHY it is this way
Henry uses emotive language to try to influence his father. He speaks affectionately to his father
when he says: “my dear father” which is likely to make his father pleased to hear from him and
appeal to his emotions that way. The adjective “dear” conveys love and warmth although some
readers may argue that it is also an attempt to show flattery. As a reader, I feel that Henry is a
pleasant boy and his manners make him a very good son.

Henry also uses a powerful verb to influence his father. He mentions that “Mr Smith would flog me”,
the dynamic verb ‘flog’ suggests that Henry is likely to be in danger of severe pain if his letter writing
is caught, which is likely to alarm his father into taking action. The reader feels sympathy for Henry
as he is clearly taking a big risk by writing for his father at all.

Henry uses more examples of emotive language when trying to influence his father. He says: “if God
permits me to live as long.” This emotive language in the modal verb “if” implies that Henry fears for
his life, which may persuade his father to take him away from his boarding school. The reader
imagines how alarmed Henry’s father is likely to feel and therefore feels sympathy for both of them.

FOR SUCCESS: ( 3x SQIR paragraphs)

 Write statements directly responding to the

question.
 Use appropriate quotations to support your
statement.
 Ensure you use subject terminology.
 Analyse what the language
shows/suggests/implies/conveys/reflects.
 Comment on what the reader thinks/feels/imagines.
 In both sources, the writers are concerned with their sons, but they have different attitudes to the
way they parent them. In source A, the writer has a very humorous and easy-going relationship with
his son. For example: “They grow up, become clever and remorselessly take the mickey out of you.”
The powerful adverb ‘remorselessly’ is used humorously to show how the relationship between the
two of them works; even though the writer is the father, he is often the subject of his son’s jokes.
The reader feels amused about this, as someone clearly educated and intelligent enough to write for
a broadsheet newspaper is still in a position to be bested by their teenage son.

Contrastingly, in source B, the writer expresses his concern that his own son may not have been
totally honest about his education, which shows his attitude to parenting his different to the writer
in source A. He states: “I can rely more on the truth of his story, than Henry’s,” and later “George is a
great favourite with us all.” ‘Favourite’ has connotations of love and warmth, and suggests he is
open about his different feelings towards his sons and shows he does not trust Henry. The reader
feels sympathy for Henry, as this distant and cold attitude to parenting is very different from the
modern parenting attitude presented in source A.

FOR SUCCESS:

 Write a statement directly responding to the question – make a comparison.

 Write a statement about source A
 Use 2-3 appropriate quotations to support your statement.
 Ensure you use subject terminology
 Analyse what the language shows/suggests/implies
 Comment on what the reader thinks/feels/imagines
 Write a comparative statement about Source B (on the other hand, in contrast etc)
 Use 2-3 appropriate quotations to support your statement.
 Ensure you use subject terminology
 Analyse what the language shows/suggests/implies
 Comment on what the reader thinks/feels/imagines
 Repeat this process about 4 to 6 times.