Title: AQA Language Paper 2

LO: Practising Q1 and Q2

Study this picture very carefully.

 • Choose four statements below which are TRUE.

Q1 • Write down the letter of the four statements that are true.
• Choose a maximum of four statements.

A. All three people are wearing hats.

B. The child has a scooter with her.

C. The colour of the chairs is black.

D. Across the lake are three yellow construction vehicles.

E. The child’s bag is blue.

F. The bike is facing towards the right.

G. There is one clouds in the sky.

H. The child is standing up.

 True or False

Choose four statements below which are TRUE.

A. All three people are wearing hats.
B. The child has a scooter with her.
C. The colour of the chairs is black.
D. Across the lake are three yellow construction vehicles.
E. The child’s bag is blue.
F. The bike is facing towards the right.
G. There is one clouds in the sky.
H. The child is standing up.
QUESTION 1 Lang Paper 2 – TRUE OR FALSE
• Assesses AO1- identifying explicit information.
• Refers to part of Source A – NOT the whole text
• You will be given 8 statements and have to shade in the 4 which are
TRUE.
• This question tests your ability to carefully read a text.
4 marks
5 mins
 Introduction to Paper 2:
2 x non-fiction texts
1 hour 45 minutes
Q1 – True/False
Q2 – Summary
Q3 – Language
Q4 – Comparison
Q5 – Non-fiction writing
Q1 – 5 minutes
Q2 – 15 minutes
Q3 – 20 minutes
Q4 – 30 minutes
You will need more time to read
the texts in this one. Q5 – 35 minutes
Introducing GCSE English Language – AQA Paper 2
 A reminder about your PIP2 coming up
the week commencing 14th November
• Literature • Language

• AQA Poetry Comparison – you will

• AQA Paper 2 – You will complete
compare a named poem to another
poem. (50 minutes – 30 marks) Section A in one hour

• Revise and ensure you have a solid • Read both texts and answer
and secure understanding of: questions 1 – 4 in timed
• ‘Bayonet Charge’ conditions
• ‘Exposure’
• ‘Remains’
• ‘War Photographer’
 Being proactive with your revision
• You will be given a booklet to help support your revision over the
October half – term holiday. This will cover:
• Section A – Paper 2 – a brand new paper for you to work through
• Revision activities to consolidate ‘Bayonet Charge’ and ‘Exposure’
• Tasks to help develop your knowledge and understanding of ‘Remains’
and ‘War Photographer’ as you will be taught this after half term.
• We encourage you to create a Massolit account – there are great
short video lectures to watch on all of your Literature texts and AQA
Poetry.
• Log onto the website and create an account with your Avanti House
email address to watch the videos for free.
 READ THE ARTICLE: COULD YOU DO YOUR CHILD’S HOMEWORK? BY JAY RAYNER. AS WE READ THE TEXT UNDER THE
VISUALISER, USE A HIGHLIGHTER TO IDENTIFY ANY LANGUAGE OR STRUCTURAL TECHNIQUES AND ANNOTATE KEY IDEAS
Could you do your child's homework?
The Observer, Sunday 15 December 2013.
Children appear increasingly Hmmm. Right. Yes. I mean… I stare at the page again, wondering
weighed down by homework. But whether I might be able to will a nosebleed to obscure the equations.
how tough can it be? Jay Rayner There are three marks out of a total of 25 available here. Not getting it
attempts his son Eddie's maths right would be an early setback.
assignment. The next one looks more straightforward. a4x a3. I'm pretty sure I
remember this. Just add the powers together. Which would mean…
There is an "expand and simplify" question, which refuses to grow or be
I am staring at a finely printed sheet of paper and trying not to let the bad feelings seep in. simple. In his special mocking voice, Eddie tells me just to draw a sad
This sheet is all my childhood Sunday-night feelings of dread come at once. It is humiliation face. I do as I'm told. Better that than a blank. Eddie returns to his room
and "could do better" and "pay attention now". and I press on. Some of them I can manage. I appear to know how to
I only have myself to blame. A few months ago over dinner Eddie announced that, in English, multiply out 3 (5-2x). But with the next one I am firmly back in the
they were experimenting with food writing. "I have to come up with metaphors. Give me a weeds. I am so baffled that, shamelessly, I Google a maths website.
metaphor about this pizza," he said. "I don't think I should do your homework for you," I A few days later Eddie receives his marks. He got 20 out of 25, or 80%, a
said. He raised his eyebrows. "You can't think of one, can you?" This is what happens if you low score for him. Me? I've got 12 out of 25, or less than 50%. Does it
feed and educate your children. They grow up, become clever and remorselessly take the need saying that my biggest miscalculation was to take on Eddie over
mickey out of you. maths? He doesn't labour the point but he’s irritatingly good at it. I
knock on his bedroom door. He doesn't look up from his computer
He was right. I didn't. On the spot I couldn't think of a single food metaphor worth dragging
screen. He is too busy killing things, while talking on Skype to his friend
out and slapping on the table. And so the memories of homework came flooding back: of
Theo, who is also in the game trying to kill the same things.
long nights of carefully planned idleness ruined by the imposition of essays and work sheets, Finally he looks up at me from the computer. Who needs teachers to
of tasks flunked, of a chilly emptiness at the thought of the way my efforts would be humiliate you when your son can do it so effectively?
received by teachers. The fact is that I was not especially academic. On the results sheet, my Glossary:
grades lined up like a line of Pac-Men(1) doing a conga(2). Pac-Man(1)– a popular computer game in the 1980’s in which the
And so, having failed the English homework test, I decide to show a little solidarity. I will character follows the lines of a maze
have a go at his maths homework just to get a sense of what it's like to be 14-year-old Eddie. to collect points as it goes.
Which is why I'm now staring at the sheet of paper. Ah yes, algebra, the merry dance of x Conga(2)– a dance in which participants follow behind a leading person
and y. Simplify. Wrench things out of brackets. Calculate values. This, I used to be able to do. in a long line.
Or at least I think I used to be able to do this.
 Question 1 4 marks 5 mins

Read again the first part of Source A from lines 1 to 15. Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true.
• Choose a maximum of four statements.

✓ This question assesses your ability to read a passage and then identify explicit information.
✓ You will be directed to a specific part of the passage: ensure that your answer comes from this passage. If the answer you
provide is taken from outside of this passage, then you will not get a mark.
✓ You will always be asked to select 4 pieces of information.
 Question
4 marks 5 mins
1

Read again the first part of Source A from lines 1 to 15. Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true.
• Choose a maximum of four statements.

✓ This question assesses your ability to read a passage and then identify explicit information.
✓ You will be directed to a specific part of the passage.
✓ You will always be asked to select 4 pieces of information.
 A1: What does it say on the mark scheme?
Award 1 mark for each correct statement which is true.
• A       Jay Rayner has good memories of his time in school. (F)
• B       Jay Rayner was happy to help his son with his homework. (F)
• C       As a boy, Jay Rayner worried about handing in his homework on
Monday mornings. (T)
• D       Jay Rayner could not think of a food metaphor to help his son. (T)
• E       Jay Rayner was very able in school. (F)
• F        As a boy, Jay Rayner did not enjoy doing homework. (T)
• G       Jay Rayner looked forward to receiving feedback from his teachers. (F)
• H       Jay Rayner makes a joke to cover up his own real exam results. (T)
 Language Paper 2 compares two extracts:

The sources we are exploring consist of two letters and an article.

The first letter is from a young boy called Henry writing to his father. Henry is living far away
from home at a boarding school. A boarding school is a school where you go to live as well as
study and was a very popular way of educating boys, especially from wealthier families, in the
1800s. The second letter, written two weeks later, is from the boy’s father to a family friend,
asking him to investigate the problem. The father has two sons at the school, Henry and
George.

The article is written by famous food critic, John Rayner, for the Observer about the current
education system and homework.
7th October 2022 TITLE: Q2 Summarising and inferring
Do now:
Fill out your KS4 PIP tracker
• What grade you receive for PIP1
• What three aspects you need to work on for the PIP2
• This can be filed in your folder.

Once this is done, re-read the source extracts from Language Paper 2 insert.

Questions to consider:
1) What type of extracts were the two sources? Why is this important?
2) How was the parent-son relationship portrayed in Jay Raynor’s article? Find evidence.
3) How was the parent-son relationship portrayed in Source 2? Find evidence.
Stretch: How can you argue that Henry’s dad cares for
and protects Henry?
 Q2:
Comparing Source A and
Source B – writing a summary
of what you understand are
the similarities or differences
about a specific aspect of the
source.
Could ask you SIMILARITIES &
DIFFERENCES.

• Testing comparison
skills and inference
skills.
 Question 2: Summarising and synthesising

Note down 5 similarities/differences

between these two beaches.

Blackpool Pleasure Beach Brighton Beach

Self-Assess/Reflect/Note it/Add? Develop?/Challenge?
Note down 5 similarities/differences between these two beaches.
• Blackpool Pleasure Beach has a theme park, but Brighton beach does not have a theme park.
• Both Blackpool and Brighton have a beach.
• Brighton Beach has lots of people unlike Blackpool Pleasure Beach, which appears deserted.
• Both places are by the sea.
• Blackpool Pleasure beach is hardly visible because there’s a big theme park in the way. This is different
to Brighton beach where the beach is clearly visible.

Blackpool Pleasure Beach Brighton Beach

What can we infer about these two beaches?
Brighton Beach has lots of people unlike Blackpool Pleasure
Beach, which appears deserted. This suggests that…

Blackpool Pleasure Beach Brighton Beach

Self-Assess/Reflect/Note it/Add? Develop?/Challenge?
Note down 5 similarities/differences between these two beaches.
• Blackpool Pleasure Beach has a theme park, but Brighton beach does not have a theme park.
• Both Blackpool and Brighton have a beach.
• Brighton Beach has lots of people unlike Blackpool Pleasure Beach, which appears deserted.
• Both places are by the sea.
• Blackpool Pleasure beach is hardly visible because there’s a big theme park in the way. This is different
to Brighton beach where the beach is clearly visible.

Blackpool Pleasure Beach Brighton Beach

 Question
10 minutes on Q2. Based on idea
8 marks 10mins you should spend 10 minutes
2
reading extracts and planning

Q2: You need to refer to Source A and Source B for this question:

Use details from both Sources. Write a summary of the DIFFERENCES between EDDIE and HENRY.
8 MARKS

Read both sources and highlight and annotate 4 clear pieces of evidence concentrating on the DIFFERENCES between
EDDIE and HENRY. Use this to plan your answer.

For your summary, you need to outline what you have summarised about the differences between EDDIE and HENRY. You
will also have to include your inferences here. Each paragraph should contain:

Point
Quotation
Inference
Connective
SOURCE 1 SOURCE 2
Eddie Inference? Henry Inference?
Eddie is intelligent and This suggests Eddie has high expectations IN CONTRAST TO, he is less This suggests his father has high
hard-working. for his progress and he is ambitious (high- academically able and a expectations for Henry, rather than himself,
“he got 20 out of 25” “a low achiever) lower attainer. unlike Eddie.
score for him” • We can infer that he is self-critical • He doesn’t push himself
• He is motivated and conscientious “I see several words wrong • He is less hard-working, less
(hard-working) spelt” conscientious
• Pressurised (similarity)
 This is based on spending 5 minutes reading
Question the second text
8 marks 15mins
2

Q2: You need to refer to Source A and Source B for this question:

Use details from both Sources. Write a summary of the DIFFERENCES between EDDIE and
HENRY.
8 MARKS
AO1 Content may include ideas such as:
• Eddie is a typical, contemporary teen who lives at home/Henry is living in a different
century away at boarding school.
• Eddie is informal, cheeky, mocking towards his father/Henry is polite, formal, respectful.
• Eddie asks his father for help with English/Henry asks for his father to bring him home
from school
• Eddie and his father seem to have a close relationship and his father has a good
humoured attitude towards him/Henry and his father are distant and his father is suspicious
of his motives.
 Read/Present/Think/
Read through your answer to the last question and change Discuss/Apply

the word ‘shows’. Try to use at least three of these words!

portrays
illustrates
exhibits
outlines
Other emphasises
depicts
defines ways of alludes to
from this we learn...
evidence of/that
saying highlights
positions us to ‘This reveals implies
see...
is a microcosm of...
shows…’ explains
authenticates
defines
displays
is representative validates conveys
of... exemplifies confirms
illuminates
encapsulates
presents demonstrates
clarifies
tells us proves
connotes
illustrates suggests
indicates points out
establishes points to
Q2: You need to refer to Source A and Source B for this question:

Use details from both Sources. Write a summary of the DIFFERENCES between EDDIE and HENRY.
8 MARKS

Q2 structure:
Point: Eddie is presented as…
Quotation: This is demonstrated in “…”
Inference: This suggests/This implies…
Connective: Unlike Eddie, Henry is…
Quotation: This is demonstrated when
Inference: This implies…

X3
 TITLE: Language Paper 2 Q2 and Q4 10/10/22
Question:
1) What do you need to do for Q1 of Language Paper Shade in the four true statements
2?
2) How many marks is Q1 and how long should you
spend on it? 4 marks – 5 minutes
3) What do you need to do for Q2?
Compare
Point either
(Source A) similarities or differences and
make inferences!
Quotation
4) What writing frame should you use for Q2?
Inference
Comparison (Source B)
Quotation
Inference
5) Write down as many synonyms for ‘shows’ as you
can. Ie. This shows x3
6) How would you describe Jay Rayner’s parenting Illustrates, reveals, illuminates, suggests,
style? emphasises, conveys, accentuates, highlights
7) How would you describe Henry’s father parenting
style? Stretch: Can you find any alternative Relaxed, informal, intimate, friendship
interpretations?
Formal, hierarchical, dominant, high
expectations
 Q2: You need to refer to Source A and Source B for this question:

Use details from both Sources. Write a summary of the DIFFERENCES between EDDIE and HENRY.
8 MARKS

Q2 structure:
Point: Eddie is presented as…

Quotation: For example/

This is demonstrated in “…”

Inference: This suggests/This implies…

Connective: Unlike Eddie, Henry is…(source B)

Quotation
Inference:

X3
Language Paper 2 Qn2 (8 marks) What is the examiner looking for?
 Your turn to be the examiner
Think like an examiner- you have
8 candidate responses to Q2, how
many marks would you give each One way to help your marking:
student, and if they don’t get a
mark for a point they’ve made,
explain why. Mark using a green 1. Underline where the
pen. candidate has made a clear
comparison.
2. Circle the candidate’s
We will read through a series of responses chosen evidence. Is it
judicious? Perceptive? Clear?
from the exam board. Simple?
3. Remember the focus of this
question is INFERENCES.
1) Using green pen, mark the students work 4. Highlight where they’ve
out of 8, using the mark-scheme guidance. made inferences about the
subject topic and then think,
2) Write down WWW and EBI. have they written a simple,
clear or perceptive
inference?
 Question 2: Candidate 1
• Henry is at a boarding school which means he lives there as well. Eddie goes to
a state school which means he comes home every night.

Eddie is good at english but Henry made a few spelling mistakes in his letter.

Henry is getting treated badly at his school "we are used more like bears than
christians" at the time bears were sometimes mistreated, perhaps suggesting
he feels he’s being treated more like an animal than a human being.

It is suggested Eddie and Henry were alive at different times, I say this because
Henry is writing letters but Eddie would probably just email his dad.
 Question2:
Candidate 1
• Comment: Identifies
some differences
between the boys with
support from one text
with some inference.

• Level 2: 3/8
 Candidate 2
• There are many differences shown throughout passage A and B.

One reason is that Eddie is known to be given a great education and is quite clever ‘He got
20 out of 25, or 80%, a low score for him’ which could however be a high score for some.
Whereas, in source B, Henry has not further improved his learning, therefore he has spelt
things wrong in his letter which hasn’t gone unnoticed by his father ‘when they left home,
they could both spell, and in Henry’s letter I see several words wrong spelt’.

Another difference between the two is the conditions they live and work in, this could
potentially be altering their learning. In source A, Eddie is described to be playing on his
computer ‘..while talking on skype’. This differenciates as Henry can’t talk over technology
and his surroundings are harsher ‘our beds are stuffed with chaff and I assure you we are
used more like bears than christians’.
 Candidate 2
• Comments: One clear difference
supporting by quotation.

Begins to interpret source A but

not source B

• Level 3 – 5/8
 Candidate 3
• Eddie was a child who attend(ed)s school in 2013 where as Henry was a child who attended school in
1822. This is where their differences stem from.

Eddie goes home and becomes ‘too busy killing things, while talking on Skype to his friend’; making
recreational use of modern day technology. Obviously in 1822, young Henry could not have done this
and instead goes ‘to church’ and writes ‘letters’ in order communicate instead of skype.

Henry’s relationship with his father is also very different to the one Eddie has. For example, he writes
the letter in a very formal way, signing it off as ‘your respectful son’ and addresses his father as ‘my dear
father’. This is different to how Eddie treats his dad, as Eddie jokily remarks "you can’t think of one can
you?" as to ‘take the micky out of’ his father. This shows how Eddie has less respect for his father than
Henry does; this is also shown when Eddie ‘doesn’t look up from his computer' when his dad enters.

Eddie also appears to enjoy school which is connoted when he ‘announced’ what he was doing in
english at the dinner table. Henry on the other hand clearly does not enjoy school as he has the ‘worst’
meals and would ‘work all my life time than remain here’.
 Candidate 3
• Comment: Shows clear
understanding of differences
between the boys.

Occasional perceptive
interpretation in final two
paragraphs with judicious
selection of quotations from
Source A.

• Level 4: 7/8
Additional response – does this meet Level 4
requirements?
 1. Look at your own
paragraph from last lesson
and the mark scheme and
think about the examples we
have looked at.

2. Give yourself a mark out of

8
in pink pen.

3. In pink pen, write yourself a

target to improve your answer
next time.

EG: I will seek to include more

judicious evidence in my
response.
 Question 4: Comparing attitudes and perspectives

• You must make specific comparisons

between writers’ attitudes and
perspectives and support these with
quotations.

• You must compare the METHODS the

writers use and analyse WHY the writers
have used them (language & structure)

• You are rewarded for detailed

comparisons and depth of your analysis
of writers’ methods.

• 16 marks – 20 minutes

AO3
Compare writers’ ideas and perspectives, as
Q4 is not testing the same skills as Q2: we are comparing
well as how these are conveyed, across two
ideas, views and perspectives and HOW these are presented. or more texts
Exploring perspective

What is perspective?

• What is the perspective in

these pictures?
• How can we link this to
writing?
 How to convey an attitude/perspective
Avoiding POSITIVE/NEUTRAL/NEGATIVE
Positive attitude Neutral attitude Negative attitude

Criticises TASK: What attitude do these words suggest?

Sort them into three columns.

Criticises encourages considers hopeful

presents dismisses challenges introduces
values distrusts condemns
pessimistic cynical comical celebrates
suggests reveres ridicules
disappointed compassionate optimistic
Stretch: Can you add any other
verbs/adjectives which express an attitude?
 Question 4 topic sentences:

1) Topic sentences:
In source A, the writer is [adjective] or In source A, the writer [verb]

– The writer is compassionate about….

– The writer condemns the behaviour of the children….

2) Constantly refer back to the writer's viewpoints by using phrases like:

The writer evidently feels ….

The writer clearly thinks …
The writer experiences ….
 TITLE: Question 4 12/10/22

Do now:
Without looking in your book, write
down as many words associated with a
writer’s attitude.
Sort them into
• Positive:
• Neutral:
• Negative:
Stretch: Circle any attitudes which
correspond to Source A and Source B
 How to convey an attitude/perspective
Avoiding POSITIVE/NEUTRAL/NEGATIVE
Positive attitude Neutral attitude Negative attitude

Encourages Considers criticises TASK: What attitude do these words suggest?

Sort them into these three columns.
Hopeful Presents Dismisses

Values introduces Challenges Criticises encourages considers hopeful

presents dismisses challenges introduces
Comical suggests distrusts
values distrusts condemns
Celebrates Condemns
pessimistic cynical comical celebrates
Reveres Pessimistic
suggests reveres ridicules
Compassionate Cynical
disappointed compassionate optimistic
Optimistic Disappointed
 How does the writer convey their attitude/perspective? What methods
do they use?
Language! Structure!
• Adjective • Narrative hooks (puzzling, atmospheric)
• Metaphor • Narrative perspective (1st/2nd/3rd person(
• Rule of three • Eyewitness accounts
• Listing • Shift in time/place
• Hyperbole • Dialogue
• Alliteration • Contrast
• Oxymoron • Foreshadowing
• Similes • Flashback/forward
• Personification • Zooming in/out
• Repetition • Cyclical structure
• Pronouns • Chronological/linear structure
• Imagery • Tone/Register
• Pathetic fallacy –comical/ironic/sarcastic/enthusiastic
• Semantic field
• Use of facts/statistics
 Compare how the two writers convey
their different attitudes to parenting
and education.

The examiner is looking for… Jay Rayner uses humour to convey a warm, relaxed
3-4 paragraphs: attitude not only towards his son but also towards his
view on education. He writes in a comical tone when
1) Point about attitude/perspective explaining how his son plays video games and is ‘too
in Source A busy killing things on Skype’. His use of humour
2) Evidence emphasises his informal and relaxed parenting attitude.
3) Method He likewise refers to his own education using self
4) Effect deprecating humour, such as using the simile, ‘like a line
• Comparison of Pac-Men doing a conga’ to refer to his own grades.
1) Point about attitude/perspective The comedic tone suggests he didn’t take his education
too seriously, reinforcing his relaxed attitude. This is in
in Source B
direct contrast to…
2) Evidence
3) Method
4) Effect
 1-4 marks simple 5-8 marks some 9-12 marks clear 13-16 marks perceptive
 Makes simple cross  Attempts to compare  Compares ideas and  Compares ideas and
reference of ideas and ideas and perspectives perspectives in a clear perspectives in a
perspectives and relevant way perceptive way
 Makes some comment
 Makes simple on how writers’ methods  Explains clearly how  Analyses how writers’
identification of writers’ are used writers’ methods are methods are used
methods used
 Selects some appropriate  Selects a range of
 Makes simple references/ textual detail/references,  Selects relevant detail to judicious supporting
textual details from one not always supporting support from both texts detail from both texts
or both texts from one or both texts
 Shows a clear  Shows a detailed
 Shows simple awareness  Identifies some different understanding of the understanding of the
of ideas and/or ideas and perspectives different ideas and different ideas and
perspectives perspectives in both texts perspectives in both texts
 Compare how the two writers convey their different attitudes to parenting and education.
What are Jay Rayner’s attitudes towards parenting and education?
Jay Rayner has a ..

What are William Heritage’s attitudes towards parenting and education?

 Compare how the two writers convey their different attitudes to parenting and education.

What are Jay Rayner’s attitudes towards parenting and

education?
Relaxed/informal parenting
Empathises with son, shares concerns, emotional and physical
closeness.
Pleased with educational standards in schools (better than for
him)

Proud of his son’s achievements, use of humour

What are William Heritage’s attitudes towards parenting

and education?
Formal and distant parenting approach-boarding school,
communication via letters

Dissatisfied with the standard of education at Henry’s school

More concerned with child’s spelling than their welfare and

physical health.
 Compare how the two writers convey their different attitudes to parenting and education. 4 paragraphs – 20 minutes
What are Jay Rayner’s attitudes towards parenting and
education?
Comparison What are William Heritage’s attitudes towards parenting and
education?
Relaxed/informal parenting Whereas Formal and distant parenting approach-boarding school,
Empathises with son, shares concerns, emotional and In contrast communication via letters
physical closeness.
However
Pleased with educational standards in schools (better than
for him)
Although Dissatisfied with the standard of education at Henry’s school

Proud of his son’s achievements, use of humour More concerned with child’s spelling than their welfare and
physical health.

 Point: What is writer A’s attitude/next

opinion on the topic?
 Quote: Select evidence (quotes) from
the text.

Jay Rayner clearly has ....whereas Henry ...

 Method: How is this shown?
Identify the method.
The writer’s use of the
adjective/noun/verb/phrase/image/simile/
metaphor/alliteration…
 Effect: Why is this effective?
Why did the writer choose that
language/word/phrase?
 Comparative word
 Point: What is writer B’s attitude/next
opinion on the topic?
 Quote: Select evidence (quotes) from
the text.
 Method: How is this shown?
Identify the method.
The writer’s use of the
adjective/noun/verb/phrase/image/simile/
metaphor/alliteration…
 Effect: Why is this effective?
Why did the writer choose that NOW WRITE UP YOUR ANSWER USING THE STRUCTURE STRIPS AND YOUR TABLE
language/word/phrase?
 AO3
Question
4
16 marks 20 mins Compare writers’ ideas and perspectives,
as well as how these are conveyed, across
two or more texts

Q4: For this question, you need to refer to the whole of Source A, together with
Source B, the father’s letter to a family friend.

Compare how the two writers convey their different attitudes to parenting and
education.

In your answer, you could:

• compare their different attitudes

• compare the methods they use to convey their attitudes
• support your ideas with references to both texts.
[16 marks]
 Your turn to be the examiner
Think like an examiner- you have
3 candidate responses to Q4, how One way to help your marking:
many marks would you give each
student, and if they don’t get a
mark for a point they’ve made, 1. Highlight where the student
explain why. Mark using a green has discussed the writer’s
pen. attitude/perspective
2. Underline where the
candidate has made a
We will read through a series of responses comparison. Is it simple, clear
from the exam board. or perceptive?
3. Circle the candidate’s chosen
evidence. Is it judicious?
Perceptive? Clear? Simple?
1) Using green pen, mark the students work 4. Highlight where the candidate
out of 16, using the mark-scheme guidance. has discussed methods. Have
they explained the effect? Is
2) Write down WWW and EBI. the effect simple, clear or
detailed?
 Candidate 1
• Willam Heritage and Jay Rayner show very diffrent attitudes to their sons education.

In ‘Could you do your child’s homework. Jay Rayner is particually honest about the fact that his
child, Eddie has some tough homework to complete he is even willing to attemp some of Eddie’s
homework to get a taster of what it is like and how hard it is.

However in the letter from William to Mr. Halmer. William does not seem to fully believe his son
Henry when he says that school life is hard. He writes ‘I believe Henrys principal object is to get
home’ implying that he is resistant to believe that life at boarding school is very hard for Henry.

However both parents do care about thier sons education alot, the writers make this clear to us in
source B, the writer says ‘you will no doubt see my objective in thus troubling you’ and in source A
Jay Rayner attemps to help his son with his homework even though he struggles at it himself

William shows more of an auothority figure than Jay does to Eddie ‘Eddie tells me to draw a sad
face and I do as Im told.’ suggests to us Eddie is in charge of the situation not Jay.

William comes across as the sort of character that would not allow this, He seems more in charge.
 Candidate 1
• Identifies and attempts to
compare some differences
between attitudes to parenting
and education with some
support. No comment on
methods.

• MARK - Level 2
• 7 marks
 Candidate 2
• Candidate 2:
• In both sources, the two writers convey very different ideas and attitudes to parenting styles and education.

In the first article (source A) Jay Rayner, the father of Eddie writes in a very unformal and laidback way. We soon understand that
Eddie probably goes to a common state school, where he doesn’t really care about school work. We gain this idea because Eddie’s
father seems quite happy, relaxed and not stressed. Humour is also visible in this first text "like a line of Pac-Men doing a conga"
this clever similie was used to explain how Jay’s grades at school were mostly C’s and he was happy that he actually passed.
Whereas, in source B, William Heritage wanted his son to achieve the highest possible grades because he was paying for Henry to
attend an amazing boarding school.

We see that William Heritage is unhappy of Henrys education and we learn this in an extremely formal way, "I do not approve of
the system of education" This creates the impression that Mr Heritage is highly dissapointed and immensely alert and definite
about this statement. At the same time, further into the letter, William Heritage keeps his respect and shows that he is polite as
well as courteous ‘You will no doubt see my object in thus troubling you... you will excuse the liberty I take," Henry’s father stays
polite and gracious to Henry’s Master, this gives me the idea that Henry is from an middle to upperclass background and his father
wants his son to recieve the best education possible.

Opposing to source B, the article presented as source A shows that Jays parenting style is completely different to that of William
Heritage because although Jay Rayner is concerned about the amount of homework his son recieves and how tricky it seems to be
yet, he adds humour which makes this article a joy to read.
• After reading Jay’s article I have gained an idea that Jay has a mixed attitude to education as he believes that the work his son gets
given is extremely difficult to him personally. "so baffled that, shamelessly’ I Google a maths website." This statement portrays Jays
lack of education as he has to research the correct method online for guidance.

Many fillers ‘Hmmm’ are used throughout this extract, this gives me the impression that Eddies father is uncertain about what to
say and therefore reflects how he isn’t that concerned about Eddies education, because if he was he would seem more alert and
more professional.
 Candidate 2
• Clear understanding of
differences between attitudes to
parenting and education with
relevant quotations.

Clear comparisons and clear

explanation of methods in places.

Deals equally with both sources.

• Level 3 - 12 marks
 Candidate 3
• In both sources, I can identify profound contrasts both in parenting style and general attitudes towards the current education system. The father of Henry is shown to be a
confident man with extremely high expectations for both his child and the education given to him. In his letter, he retains respect for the reader of his letter (sir) and shows
signs of understanding the possibility of a false image forged by Henry, however, William then continues on to express opinions of great dissapproval towards the Education
System ("I do not approve of the System of education, for they do not appear to have improved")

This shows a strong personal view of the education system, without using Henry’s situation as reinforcement or as a reference.

William also uses a form of blackmail in this source in order to achieve his goal of attending a private interview ("If you should not be able to get a private interview with them
in the course of a fortnight, I shall be obliged by your writing to me to say so, and I will immediately give notice to Mr. Smith that I intend to have them home at Christmas".
The language shown here may be civilised and polite, but it is quite clearly a threat that intended to make a strong impact on the reader.

Overall, William takes a very well-mannered approach to the situation, but still displays a strong dissaproval for the system of education and conveys a strong understanding of
the entirety of the current situation.

Jay, however, shows an entirely different approach to the situation, an approach that highly contrasts Willliams’ response and thus produces a controversy over the true
effectiveness of the System of education.

Jay constantly gives the system of education nothing but praise, however, jokingly, Jay consistently mocks it for allowing children to be able to outsmart their parents ("This is
what happens if you feed and educate your children. They grow up, become clever and remorselessly take the mickey out of you"). Whilst this is a clear sign of admiration for
the effectiveness of the System of education, perhaps purely for satire, Jay does provides some negatives to this situation.

Overall, the parenting styles and the attitudes towards the system of education remain in profound contrast and continue to provide the foundations, either way, for an
argument to the effectivness of the current System of education. Jay shows nothing but praise for the CURRENT era of education, but nothing but remorse for the PREVIOUS
era of education whereas William shows clear signs of dissaproval for the current system and may sublinimally imply that the education in his era was far more advanced than
the current.
 Candidate 3
• Perceptive understanding of
attitudes to education with
relevant quotations from both
texts and detailed comparisons.

Analyses how methods are used

in both texts.

MARK - Level 4 - 14 marks

 QUESTION 4 MODEL QUESTION 4 MODEL
ANSWER: ANSWER:
Jay Rayner clearly has a much closer relationship with his son than Henrys Jay Rayner clearly has a much closer relationship with his son than Henrys
father in Source 2. There is a physical closeness in that Jay and his son live in father in Source 2. There is a physical closeness in that Jay and his son live in
the same house and share everyday life and concerns, whereas Henry lives the same house and share everyday life and concerns, whereas Henry lives
away from his father at boarding school and rarely comes home, “It is now away from his father at boarding school and rarely comes home, “It is now
two years come October since I left you at Islington.” This means that Henry’s two years come October since I left you at Islington.” This means that Henry’s
father has no real idea of Henry’s everyday life and concerns apart from the father has no real idea of Henry’s everyday life and concerns apart from the
occasional letter. occasional letter.
Jay Rayner clearly empathises with his son’s concerns, including homework Jay Rayner clearly empathises with his son’s concerns, including homework
and decides to “share a little solidarity” by attempting his maths homework. and decides to “share a little solidarity” by attempting his maths homework.
While Henry’s father has to rely on the intervention of a friend to find out While Henry’s father has to rely on the intervention of a friend to find out
more about Henry’s problems and asks him to “ascertain whether you think it more about Henry’s problems and asks him to “ascertain whether you think it
would be advisable for me to send for them home.” would be advisable for me to send for them home.”
Jay Rayner writes in an informal tone which matches his relaxed and more Jay Rayner writes in an informal tone which matches his relaxed and more
modern approach to parenting. He talks about children, such as his who “take modern approach to parenting. He talks about children, such as his who “take
the mickey” out of their parents. In contrast Henry’s father uses a much more the mickey” out of their parents. In contrast Henry’s father uses a much more
formal tone with his choice of language, “induced to write to you”, “excuse formal tone with his choice of language, “induced to write to you”, “excuse
the liberty I take” which reflects the language of the time the letter was the liberty I take” which reflects the language of the time the letter was
written. The letter was not even written to his son, but to a friend. written. The letter was not even written to his son, but to a friend.
Both fathers seem to value education but have different approaches to their Both fathers seem to value education but have different approaches to their
sons’ learning. sons’ learning.
Jay Rayner uses humour to good effect in his article and uses it both in his Jay Rayner uses humour to good effect in his article and uses it both in his
attitudes to parenting, ‘too busy killing things on Skype’ – showing his warm, attitudes to parenting, ‘too busy killing things on Skype’ – showing his warm,
relaxed attitude to his son and in his attitudes to education. He confessed relaxed attitude to his son and in his attitudes to education. He confessed
that his “grades lined up like a line of Pac-Men doing a conga”. He also uses that his “grades lined up like a line of Pac-Men doing a conga”. He also uses
humour to express his pride at his son’s educational achievement in Maths humour to express his pride at his son’s educational achievement in Maths
when he describes him as being “irritatingly good at it.” “Irritatingly” reflects when he describes him as being “irritatingly good at it.” “Irritatingly” reflects
Jay’s wonder at his son’s natural talent while he struggles. Jay’s wonder at his son’s natural talent while he struggles.
Henry’s father is very concerned about his son’s education, particularly his Henry’s father is very concerned about his son’s education, particularly his
spelling “I see several words wrong-spelt.” This is ironic as the father has spelling “I see several words wrong-spelt.” This is ironic as the father has
made grammatical mistakes himself “several words wrong-spelt”. He is made grammatical mistakes himself “several words wrong-spelt”. He is
unaware of his educational weaknesses whereas Jay Rayner makes a joke. unaware of his educational weaknesses whereas Jay Rayner makes a joke.
 1-4 marks simple 5-8 marks some 9-12 marks clear 13-16 marks perceptive
 Makes simple cross  Attempts to compare  Compares ideas and  Compares ideas and
reference of ideas and ideas and perspectives perspectives in a clear perspectives in a
perspectives and relevant way perceptive way
 Makes some comment
 Makes simple on how writers’ methods  Explains clearly how  Analyses how writers’
identification of writers’ are used writers’ methods are methods are used
methods used
 Selects some appropriate  Selects a range of
 Makes simple references/ textual detail/references,  Selects relevant detail to judicious supporting
textual details from one not always supporting support from both texts detail from both texts
or both texts from one or both texts
 Shows a clear  Shows a detailed
 Shows simple awareness  Identifies some different understanding of the understanding of the
of ideas and/or ideas and perspectives different ideas and different ideas and
perspectives perspectives in both texts perspectives in both texts

• I think my work is in band ____ because _________________________________

 AO2: This question
Question 3 12 marks 20 mins
assesses Language ie:
Words / Phrases /
Q3: You now need to refer Language Features /
only to Source B, the letter Language Techniques /
by Henry written to his Sentence Forms
father.

How does Henry use

language to try to
influence his father?
 How does the writer use language to describe the theatre?

(12 marks)

Question 3:
• Assesses AO2:
o Explain, comment on and analyse how writers use language and structure to achieve effects
and influence readers, using relevant subject terminology to support their view.
• Look for patterns in the language – semantic fields/violent verbs/repeated techniques.
• You need to be SPECIFIC about the effects the writer’s language choices have and explain the
reasons behind the writer’s choices. They need to specific to the text.
o What is the specific effect/impact that the writer is trying to achieve?
• 12 marks = 15 minutes.
 Q3 has a language focus
This means we must focus on words, phrases, sentences and
language techniques.

Words: adjectives, verbs, adverbs, pronouns etc.

Phrases: parts of a sentence.
Sentences: simple, compound, complex.
Techniques: similes, metaphors, personification, imagery etc.
More importantly,
WHY
 GCSE English Language : when answering Reading Questions refer to this guidance to support your writing.
WHAT? HOW? WHY?
What is the writer trying to tell us about the character/theme/setting? How is the writer doing this? Why is the writer doing this?
What emotions or feelings are being conveyed? Through which method/technique/device/word type/phrase? Why did the writer choose that language/word/phrase?

What evidence can you find? Why might the writer want us to interpret it in different ways?

Sentence starters: Sentence starters: Sentence starters:

• The writer is creating a feeling of… • The adjective/noun/verb/phrase/image/simile/ • This Implies/suggests that…
metaphor/alliteration…
• The reader gets the impression that… • Perhaps the writer is trying to suggest that…
• The writer’s use of…
• The writer causes the reader to consider… • It can be seen that/It might be thought/It could be argued/Some readers might
think /alternatively/possibly/on the other hand/ conversely/equally…
• The writer wants the reader to be in favour of/against… • This is further reinforced with/by…
• Also the use of ____________emphasises…

Example:
The writer creates a gloomy impression as the “ winter evening seemed to have The use of pathetic fallacy intensifies the idea that The characters can not escape the gloom and should perhaps fear the place to where
closed upon the hills”. they are headed. This is also hinted at towards the end of the text.

WHAT emotions or feelings are being conveyed? HOW is the writer doing this? WHY is the writer doing this?
Subject Terminology (Methods) Explanation Vocabulary
Outrage Sympathy Pity Fear Word Class Lang Devices Structural Devices suggests portrays implies
Approval Satisfaction Empathy Anger noun simile pathetic fallacy evokes hints reinforces
Anxiety Shocked Unnerving Uncomfortable pronoun metaphor repetition reveals depicts represents

Negative Unpleasant Concern Irritation verb personification contrast highlights forewarns alludes
adverb Flashback/forward epitomises intensifies encapsulates
Respect Admiration Guilt Horrified
adjective Circular structure symbolises typifies reinforces
Bemused Carefree Disgusted Unaware
preposition Perspective shift evokes heightens characterises
Sad Distressed Celebratory Worried
description significant compelling pivotal
Eerie Tense Stressful Edgy
Change of focus powerful striking Poignant
 GCSE English Language : when answering Reading Questions refer to this guidance to support your writing.
WHAT? HOW? WHY?
What is the writer trying to tell us about the How is the writer doing this? Why is the writer doing this?
character/theme/setting?
Through which method/technique/device/word Why did the writer choose that language/word/phrase?
What emotions or feelings are being conveyed? type/phrase?
Why might the writer want us to interpret it in different ways?
What evidence can you find?

Sentence starters: Sentence starters: Sentence starters:

• The writer is creating a feeling of… • The • This Implies/suggests that…
adjective/noun/verb/phrase/image/simile/
• The reader gets the impression that… metaphor/alliteration… • Perhaps the writer is trying to suggest that…

• The writer causes the reader to consider… The writer’s use of… • It can be seen that/It might be thought/It could be
• argued/Some readers might think
• The writer wants the reader to be in favour /alternatively/possibly/on the other hand/
of/against… • This is further reinforced with/by… conversely/equally…

• Also the use of ____________emphasises…

Use this to help you write your opening
Example:
The writer creates a gloomy impression “a winter evening
sentence.
The use of pathetic fallacy intensifies the idea that the characters can not escape the gloom and should perhaps
seemed to have closed upon the hills”. fear the place to where they are headed. This is also hinted at
towards the end of the text.

WHAT emotions or feelings are being conveyed? HOW is the writer doing this? WHY is the writer doing this?
Subject Terminology (Methods) Explanation Vocabulary
Outrage Sympathy Pity Fear Word Class Lang Devices Structural Devices suggests portrays implies
Approval Satisfaction Empathy Anger noun simile pathetic fallacy evokes hints reinforces
Uncomfortabl pronoun metaphor repetition reveals depicts represents
Anxiety Shocked Unnerving
e
verb personification contrast highlights forewarns alludes
Negative Unpleasant Concern Irritation
adverb Flashback/forward epitomises intensifies encapsulates
Respect Admiration Guilt Horrified
adjective Circular structure symbolises typifies reinforces
Bemused Carefree Disgusted Unaware
preposition Perspective shift evokes heightens characterises
Sad Distressed Celebratory Worried description significant compelling pivotal
Eerie Tense Stressful Edgy Change of focus powerful striking Poignant

Fold along this line, glue underneath this part and stick at the top of your book.
 GCSE English Language : when answering Reading Questions refer to this guidance to support your writing.
WHAT? HOW? WHY?
What is the writer trying to tell us about the How is the writer doing this? Why is the writer doing this?
character/theme/setting?
Through which method/technique/device/word Why did the writer choose that language/word/phrase?
What emotions or feelings are being conveyed? type/phrase?
Why might the writer want us to interpret it in different ways?
What evidence can you find?

Sentence starters: Sentence starters: Sentence starters:

• The writer is creating a feeling of… • The • This Implies/suggests that…
adjective/noun/verb/phrase/image/simile/
• The reader gets the impression that… metaphor/alliteration… • Perhaps the writer is trying to suggest that…

• The writer causes the reader to consider… The writer’s use of… • It can be seen that/It might be thought/It could be
• argued/Some readers might think
•Use The these
writer wantsto
of/against…
help
the reader to be in favour
• This is further reinforced with/by…
/alternatively/possibly/on the other hand/
conversely/equally…
you write about the • Also the use of ____________emphasises…
evidence and the
Example:
effects
seemed to have of
closedlanguage.
The writer creates a gloomy impression “a winter evening
upon the hills”.
The use of pathetic fallacy intensifies the idea that the characters can not escape the gloom and should perhaps
fear the place to where they are headed. This is also hinted at
towards the end of the text.

WHAT emotions or feelings are being conveyed? HOW is the writer doing this? WHY is the writer doing this?
Subject Terminology (Methods) Explanation Vocabulary
Outrage Sympathy Pity Fear Word Class Lang Devices Structural Devices suggests portrays implies
Approval Satisfaction Empathy Anger noun simile pathetic fallacy evokes hints reinforces
Uncomfortabl pronoun metaphor repetition reveals depicts represents
Anxiety Shocked Unnerving
e
verb personification contrast highlights forewarns alludes
Negative Unpleasant Concern Irritation
adverb Flashback/forward epitomises intensifies encapsulates
Respect Admiration Guilt Horrified
adjective Circular structure symbolises typifies reinforces
Bemused Carefree Disgusted Unaware
preposition Perspective shift evokes heightens characterises
Sad Distressed Celebratory Worried description significant compelling pivotal
Eerie Tense Stressful Edgy Change of focus powerful striking Poignant

Fold along this line, glue underneath this part and stick at the top of your book.
 AO2: This question assesses Language ie:
Question Words / Phrases / Language Features /
12 marks 20 mins
3 Language Techniques / Sentence Forms

Q3: You now need to refer only to Source B, the

letter by Henry written to his father.

How does Henry use language to try to influence

his father?
AO2 content may include the effect of ideas such
as:
• use of proper nouns and phrases linked to
time and place
• emotive language to appeal to the father
• formal tone created by complex vocabulary
and phrases contrasted with simple childlike
words, ‘good’, ‘kind’
• use of hyperbole via the simile ‘more like
Bears …’
• semantic field of religion, ‘church’, ‘Christians’,
‘If God permit me…’
 Candidate 1
• Henry repeatingly says "my dear Father" which shows that he is being polite and trying to influence him by
being kind. Also by writing "Our Master" at the beginning proves to me that he wants his father to feel sad for
him because its as if he is an object and is owned which might make him bring him back home.

I agnoledge that hes also trying to influence him by writing he is "very unhappy" which shows that he wants
him to feel even more upset for him and by putting "very" shows that he is hinting to him that he really wants
to come home because it gives it a more dramatic effect. Another thing is by writing "an now an oppurtunity
has come at last" tells me that he trying to show how busy he is and how hard it is also he is trying to say that
he might not be able to write alot which will probably upset him and make him miss him. Another thing is he
writes near the end that "we are used more like bears than Christians". This shows me that he is trying to
influence his dad by saying they are treated like animals. Also by writing after that phrase "I would rather be
obliged to work all my life time than remain here another year" tells me that he is begging his father to let him
come home and probably make him feel guilty for sending him there. Another thing I have seen is that he
miss-spells 7 words which I think he done on purpose because before he came to the private school he could
spell correctly so this might confuse and make his dad angry because he’s getting worse and not getting the
education he payed for. Lastly, at the end he mentions his brother George writing he’s "very unhappy" which
could upset his dad because he is the favourite son.
 Candidate 1
• Attempts to comment on the
effect of language with some
relevant textual detail.

Focus lost in second half of

response which refers to content
rather than language.

Quotations here are not linked to

language.

• Level 2: 5/12
 Candidate 2
• Henry uses language such as ‘we are used more like bears than Christians’. Some
bears were treated badly and used as things to hunt or to force to work.
Comparing himself to bears is an attempt to show his father exactly how unhappy
he is. His human rights been taken away from him and he is as unhappy as a bear.
The Phrase ‘rather than Christians’ has been cleverly used to enrage the father
into thinking that they are being attacked on a religous sense and will get the
father angry. Henry has used the phrase ‘we may once more meet again alive – if
God permit me to live as long.’ This shows that Henry is saying to his father that
his health is in danger at this school because of how bad the conditions are and
how bad the staff is. More indications of how bad the living conditions are when
he describes the food ‘Our bread is nearly black and made of the worst barley’.
This shows that no effort is put into keeping the students well fed and happy.
 Candidate 2
• Selects one example of language
and clearly explains the effects.

Focus lost in second half of

response which refers to content
rather than language.

Quotations here are not linked to

language.

• Level 3: 7/12
 Candidate 3
• Henry is quite clearly trying to pursuade his father to leave the school and express his unhappiness whilst he is at school.

In the first paragraph, Henry describes his letter as a ‘sly letter’ which implies that whatever he is writing, will be implying something
deeper, meaner, than what appears on the surface. We know he is doing this as he is trying to tell his Father how bad the school is
without being overly rude and directly stating it.

In terms of language devices, Henry directly states that the bread is made from ‘the worst Barley Meal’. As it IS the ‘worst’ his father may
have a different more extreme perception of the ‘worst Barley Meal’ so that he will be more pursuaded to bring Henry home.

Henry also says that he is ‘used more like Bears than Christians’ which leads his father to believe that Henry is being treated like an
animal rather then a human. Further influencing his father to collect him from the school.

Also by saying that he was ‘obliged’ and ‘examined’ with his letters shows how the school may force the pupils into doing things rather
than giving ‘opportunities and if these things were not done, Henry would meet the consequences in this case, the teacher would ‘flog’
him.

Henry, by putting ‘George is quite well but very unhappy’ as a direct statement which is very open to his fathers interpretation as it is not
elaborated upon, further pursuades his father to bring him home. As he is ‘quite well’ it suggests that he could be anywhere on the
spectrum of being well, worrying his father on George’s state using ‘but’ as a conjunctive suggests that he is well in health but ‘very
unhappy’, Henry by saying this and then repeating how he is unhappy, surely believes that his father believes that mindset and
emotional well being comes before physical health.

Henry has also included a man called ‘Mr Harmer’ whom is a ‘good friend’ the fact that his ‘kindest’ friend is by the sounds of it a grown
man, could connote that Henry has had difficulty in making friends with the other students. By including that he is friends with ‘Mr
Harmer’ (a grown man) could indeed worry his father as he may not want Henry to have friends who aren’t children, he may want Henry
to have a childhood.

He uses the language which he has chosen to pursuade his father to let him leave the school which he is attending.
 Candidate 3
• Clearly explains the effects of selected
language with relevant textual detail.

Focus lost in final two paragraphs

which refers to content rather than
language.

Quotations here are not linked to

language.

• Level 3 -9/12
 Additional response
• Henry uses direct address to his father which suggests familiarity, ‘’you will not let
• …’, ‘you will let me come home’ and shows how his future is in the hands of his father, but this is also contrasted with a
much more distant and formal mode of address, ‘my dear Father’. This noun phrase is repeated in a number of places as
an emotional tool to try and reinforce that his father is ‘dear’ to him – though the distance and time lapse of them being
together suggests to the reader this may not be so – and is a deliberate choice by Henry to appeal to his father. He uses
proper nouns such as “August’, “October’ and Xmas’ as well as “Cotherstone’ and ‘Islington’ to create a sense of time
and place and emphasise to his father the length of time they have been apart and the distance between them. He adds
to this with the use of other phrases linked to time and separation such as ‘It is now two years’ and ‘since I left you’ to
create an emotive appeal on his father, and also creates a real sense of his isolation and homesickness. In addition to the
proper nouns, Henry also capitalises other words such as ‘Letter’ and ‘Friend’ as though to inflate their importance and
point out to his father how much he is need. He also uses this device later in the letter when he is pointing out the faults
of the academy ‘Barley Meal’ and ‘Beds’ to highlight his hardship.
• The formal tone is continued in complex phrases such as ‘If you recollect’, ‘pray don’t mention’, ‘I assure you’ and ‘would
be obliged’ which are like persuasive, rhetorical devices designed to make the letter a very polite and respectful request.
In some ways, these seem to emphasise the distance between them. This contrasts to the simple use of ‘unhappy’ – a
childlike word – and ‘good’, ‘kind’, ‘Friend’ which are applied to Mr Halmer. These simple adjectives seem to suggest that
these simple things are all that Henry wants.
• Henry also uses simple descriptive to point out the faults of his school, ‘nearly black,’, ‘worst Barley Meal’, ‘stuffed with
chaff’. However, he goes on to use a rather hyperbolic simile ‘used more like Bears … Christians’ to try and convince
his father they are being treated inhumanely. Additionally, the letter employs a semantic field of religion referring to
‘church’, ‘If God permit me’. Henry seems to be using this as an influence on his father, perhaps reminding his father to
act in the way his religion tells him to. Henry again uses hyperbole in the dramatic phrase ‘if God permit me to live as
long’ aiming to convince his a father his life is at risk in the school.
•