Language Paper 1 Knowledge Organiser

Transcription

1 Language Paper 1 Knowledge Organiser Abstract noun A noun denoting an idea, quality, or state rather than a concrete object, e.g. truth, danger, happiness. Discourse marker A word or phrase whose function is to organise discourse into segments. Adjective A word that describes a noun. Emotive language Emotive language describes words and phrases meant to evoke an emotional response to a subject. Alliteration The occurrence of the same letter or sound at the beginning of adjacent or closely connected words. Euphemism A word or phrase used to avoid saying an unpleasant or offensive word. Assonance When two or more words, close to one another repeat the same vowel sound, but start with different consonant sounds. Extended metaphor Refers to a comparison between two unlike things that continues throughout a series of sentences in a paragraph, or lines in a poem. Colloquialism A word or phrase that is not formal or literary and is used in ordinary or familiar conversation. Figurative language Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. Concrete noun Things that you can experience through your five senses: sight, smell, hearing, taste, and touch. Fricative Fricative sounds are a consonant sound, such as English f or v, produced by bringing the mouth into position to block the passage of the airstream, but not making complete closure. Connotation An idea or feeling which a word invokes for a person in addition to its literal or primary meaning. Hyperbole Exaggerated statements or claims not meant to be taken literally. Consonance The recurrence of similar-sounding consonants in close proximity. Idioms A group of words established by usage as having a meaning not deducible from those of the individual words Diction The choice and use of words in speech or writing. Imagery Visually descriptive or figurative language

2 Device Definition Device Definition Implicit Suggested though not directly expressed. Plosive Denoting a consonant that is produced by stopping the airflow using the lips, teeth, or palate, followed by a sudden release of air. B, d, p and t are examples. Intensifier An adverb used to give force or emphasis Repetition Is the simple repeating of a word, within a sentence. Metaphor A metaphor is a figure of speech that describes an object or action in a way that isn't literally true, but helps explain an idea or make a comparison. Rhetorical question A question that you ask without expecting an answer Motif Is any recurring element that has symbolic significance in a story. Semantic field A set of words grouped semantically (by meaning) that refers to a specific subject. Narrative viewpoint The narrative perspective determines by whom the story is actually told. Superlative The form of an adjective indicating the greatest degree of the quality that the adjective describes. Omniscient narrator Is a point of view where the narrator knows all the thoughts, actions, and feelings of all characters. Symbolism Symbolism is the use of symbols to signify ideas and qualities, by giving them symbolic meanings that are different from their literal sense Onomatopoeia Is a word, which imitates the natural sounds of a thing. Theme Theme is defined as a main idea or an underlying meaning of a literary work Oxymoron An oxymoron occurs when two contradictory words are together in one phrase. Triadic structures Writing a list of three things for flow. Personal pronouns I, you, he, she, it, we, they, me, him, her, us, and them Verb A word used to describe an action, state, or occurrence, and forming the main part of the predicate of a sentence, such as hear, become, happen.

3 Start of Exam - 5mins Explorations in Creative Reading and Writing Language Paper 1 1h 45m 1.Read the glossary 2.Read the information box and underline particular devices. 3.Read the passage without looking at the questions. Focus on just understanding what is going on. Q1-5mins Read the question. On the question draw a box around which lines to focus on. Draw a box around those lines on the insert. When writing the answer: Use full sentences Only have one point per line. Be careful not to repeat points. Q2-10mins Underline the part of the question that tells you what you have to comment on. E.g. the strangeness of the city. Identify the mood/ tone/ feeling ofthe piece. On the insert underline and label: Words and phrases Language features & techniques When writing the answer: Write an establishing sentence explaining the mood/tone linked to the question. Write at least three paragraphs (Evidence/ Label/ Analysis) Refer back to the establishing sentence (Overview, ELA, ELA, ELA) Do this for each bullet point from the question. Q3-10mins Draw a box around the phrase that says, on the whole of the source. On top of the insert write Office Shift Opening Focus Foreshadowing Introduction Contrasting Ending Shifts from Out/in Individual/group Thought/action Past/present/future Label each paragraph of the extract with one or more of the OFFICE SHIFT points. When writing the answer: Write your points into at least 4 PLEA paragraphs. (Point / Label/ Evidence /Analysis) Sentence starters: Para 1: The writer focuses on in the opening of the extract Para 2: The writer builds/changes/shifts.. by making the reader feel Para 3: The writer leaves the readers feeling Para 4: A further structural technique used by the writer is Q4-30mins Underline the OPINION in the question. Annotate to understand. Rescan the passage. Underlining any additional language points linked to the focus of the question. Write the word plan at the top of the answer space. In your plan put three points about the use language (add labels simile, etc.) In your plan put two points about sentence structure (add labels) When writing the answer: Write an opening sentences responding to the opinion in the question. Write your 5 points from the plan into at least 5 PLEAL paragraphs (Point / Label / Evidence / Analysis / Link back to the statement) Sentence stems: To some extent it could be argued that. PLEAL It can certainly be argued that PLEAL However it could also be argued that PLEAL

4 Knowledge Organiser GCSE English Language: Paper 1 Section B: Writing 40 marks available for 1 piece of writing, where you will either write a description based on a picture, or a narrative on a similar topic. Sentence types Simple sentences include a subject, main verb, and sometimes an object. Eg- She shot him. A compound sentence joins two simple sentences with a connective (but, as, so, or etc). You could also use a semi-colon to link two complete, simple sentences. Eg- I sat down and I wept. Complex sentence s contain two or more clauses (parts): one simple sentence ( main clause ) and other subordinate clauses, that give more information. The subordinate clauses can be placed at the start, middle, or end of the sentence. Eg- As I emerged from my semi-conscious state, I became aware of a strange figure in front of me. You could try starting a sentence with an: Adjective ( Huge crows circled overhead) Adverb ( Thoughtfully, she spoke about ; Screaming, I ran...) Determiner ( Some of his friends ) Definite article ( Th e child screamed.) Indefinite article ( A child screamed.) Noun (Children screamed.) Verb ( Running through the woods, I ; Think carefully, I said to myself.) Preposition (Next to, in front of, behind, on, etc etc) Senses and imagery Simile - describing something by comparing it to something else using as or like. Eg- We are as different as night and day. Metaphor - describing something by saying that it is something else. Eg- I am night and you are day. Extended metaphor - using the same metaphor several times in your writing. Eg- In "Mother to Son," Langston Hughes compares life to a walk up a staircase: "Well, Son, I tell you / life for me ain't been no crystal stair. / It's had tacks in it, / and splinters, / And boards torn up, and places with no carpet on the floor-- / bare. Personification- a type of metaphor where an inanimate object, is described using human qualities or characteristics. Eg- The storm attacked the town with a great rage. or - The alarm clock screamed out to me to Wake Up! Wake Up! Sensory language - Including descriptive details linked to sight, sound, smell, touch and taste to make writing more vivid. Think carefully about the senses that you would like your reader to focus on and why. Avoid describing all the senses every time. Eg- a description of a dinner party could focus on smell and taste. Setting, atmosphere and building vocabulary Vocabulary Make sure your language clearly expresses your meaning. Try to vary the language you use to create different effects. Synonyms provide alternative to commonly used words, but be careful! Synonyms have a similar meaning, but not exactly the same. Setting and atmosphere Think about: What can you see in the picture? What mood or atmosphere is suggested? What words could you use to describe it? Which senses are most applicable to the image? Planning ideas- Describe Use the image as inspiration, but you don t need to stick strictly to what you can see in the picture. Focus on the quality of your description, not on creating too much narrative (plot) or too much focus on character. Structure your ideas by zooming in or out. You could include a narrative voice to move through the setting. Content and Organisation (24 marks) Ideas and detail Writing for a purpose and audience Language devices for effect Vocabulary Using different structural features Paragraphing is organised, accurate and creates effects Technical Accuracy (16 marks) Accurate use of punctuation Uses a range of sentence types and forms Accuracy of spelling Varied vocabulary

5 Structure and Paragraphs in Narrative Writing Start a new paragraph for a new: Time Place Topic Person speaking Use TiP ToP to remember! Just like with sentence types, paragraph length can help build or release tension. A one word or one sentence paragraph can be effective if used occasionally. Chronological order - the story is told in the order that the events happen. Ways to start your story: At the beginning (chronological) With the end In media res (in the middle of the action) With a flashback With a moral or comment from some time after the story has finished Ways to end: At the end (chronological) Repeating the beginning A cliffhanger (a bit obvious!) With a message or moral A happy ending (a bit unrealistic?) An ambiguous ending (the reader is left wondering) A realistic ending (not happy ) Speech and Speech Punctuation All the words that a character says should be inside speech marks. Start a new line/paragraph for each new speaker. Start speech with a capital letter. Use a comma, full stop, question mark, or exclamation mark at the end of a piece of speech. This is placed inside the closing speech marks. If the speech comes after the information about who is speaking, you should use a comma to introduce the piece of speech, placed before the first speech marks: Steve replied, No problem. If the speech is broken up by information about who is speaking, you need a comma (or a question mark or exclamation mark) to end the first piece of speech and a full stop or another comma before the second piece (before the inverted comma or commas): You re right, he said. It feels strange. Said Good : add an adverb to said to explain how the character speaks. Eg- said quietly. Better : change said for another verb. Egwhispered. Writing Character- Show Don t Tell Show Don t Tell Stories become dull if the writer spells everything out in an obvious way ( telling ). Readers prefer it when the writer gives them clues or hints about a character so that they can work out what the character is like ( showing ). Eg- She was old. Eg- Her face was a map of wrinkles, and thick glasses helped her tired ideas make sense of the world that had changed so much since she was a girl. Tips for Writing about Characters Pick one or two- quality not quantity Some details about a character s physical appearance/clothing can be effective IF they are relevant and reveal something about the character Use what the character says or does to show more about them Include characters thoughts and feelings (not too many) Think about the narrator of your story- first or third person? First: I... Second: you Third: He, she, they Using Apostrophes Possession -apostrophes are used to show ownership. Usually, an apostrophe and an S is added. Eg- Tom s school bag. If the word already has an S on the end, the apostrophe would be placed after the S. Eg- Thomas school bag. For more than one owner, the apostrophe should come after the S. Eg The boys school bags. Omission/Contraction - apostrophes are used to show that letters have been missed out (omitted) or that words have been shortened/joined together. The apostrophe is placed to show which letters have been missed out. Eg- I ll; can t; I m; Let s DANGER: avoid the trap of using an apostrophe for a plural word that has an s on the end. Eg- there were two cars on the road. Planning to Write A Narrative Piece The marking criteria is the same as the descriptive question. Stick to one or two characters (perhaps a protagonist and antagonist to create conflict). Give relevant and insightful details that suggest their characters You don t need to write the whole story- focus on a dramatic opening Avoid too many events- there won t be enough time to write about them all in enough detail Decide on your narrative voice and stick to it!

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