Name: Class: English Language Paper 1 Explorations in Creative Reading and Writing Exam Guide
Reading Source A Read the whole source first. 15 minutes Read it carefully and stay focused. Read it again. This time: Identify the genre of the piece. Is it gothic, mystery, science-fiction, romance, war, etc. Identify the Ws Who? What? When? Where? How? Highlight interesting/powerful words and phrases. Annotate any devices or techniques that you spot. Label each paragraph and what it is about (the focus). Remember: Q1-4 are reading questions. It is important that you read and understand the source. Visualise what you are reading.
4 minutes Question 1 (Ao1): list four things Success Criteria: Read the question very carefully Focus on the specified lines Identify what the question is asking you to find. Give four answers Write each answer as a full sentence. Top Tips: Rephrase the question at the start of your response. E.g. Hale has bitten fingers. Hale is in Brighton. When you think you have found something, read the sentence again and if it contains pronouns (it, she, they, he, etc) make sure you know what they refer to. Make sure that you don t repeat any ideas- choose 4 different things.
Question 2 (Ao2): Language Analysis 10 minutes Underline the key words in the question. Pick at least 4 language features (powerful words/phrases, devices, sentence forms). Choose wisely, as you will have limited time.
Question 2: Success Criteria: Explore a range of techniques Use subject terminology Use precise/relevant quotations to support ideas Explain effects of language in detail. Write about each language feature you have identified using the following writing frames: The author writes, A technique used here is. This shows.this makes the reader feel Quote Technique Effect The writer uses (insert technique)to describe the For example,. The (insert ST) has connotations of This suggests/makes the reader This idea is developed by Technique Quote Effect Zoom in Connotations More ST Link to another quote/ technique Top Tip: Use these phrases to explain the effects of the language: This creates the impression This makes the reader feel has connotations of. This paints a picture This emphasises the This highlights.. Top Tip: Consider the connotations of words when you explain the effect
Question 2: Example Answers Grade 4: The phrase every five minutes. This adverbial Quote emphasises how often the crowd arrived on that Technique day and shows how busy it would have been in Effect Brighton. The writer uses the word rocked which is a verb. It suggests that the little trams were so crowded they were swaying from side to side. When they got off the trams, the crowd were bewildered. This is an adjective and shows they weren t sure where they were in Brighton so it makes us feel sorry for them. Grade 7-9: The writer uses a single complex sentence in the opening lines which rolls out a list of sights, as well as a list of verbs rocked, stepped standing perhaps suggesting the onward movement of the crowd on the tram as they make their way into Brighton. The writer uses the biblical noun multitudes to suggest the idea that, for the crowd, this is a pilgrimage and their bewilderment is partly due to their disorientation at seeing the sights of Brighton set out before them their paradise for the day. This idea is developed through the imagery fresh and glittering air, Technique Quote/Reference Effect Zoom in Connotations More ST Link to another quote/ technique which has positive connotations. The adjective fresh creates the idea of cool sea air and the adjective glittering creates an image of the sparkle of the light on the sea. This is developed by the imagery the new silver paint sparkled on the piers. The adjective silver and the verb sparkled help to develop the positive semantic field, developing the idea of paradise, suggesting that paradise for the crowd is somewhere opulent and visually appealing. The writer then uses personification to describe the houses as they ran away into the west, conveying how.
Question 3 (Ao2): Structure Analysis 10 minutes Make sure that you have identified what each paragraph is about- what does each focus on? E.g. Setting, action, characters, people, etc. Identify when the focus of the extract changes. Spot any patterns, links, repetitions or contrasts in the extract. Question 3: Success Criteria: Identify structural features Use subject terminology Use precise/relevant quotations or references to support ideas Explain effects of structure in detail.
Structural features you might notice: The sequence of the extract, such as: what each paragraph focuses on, beginning, middle, end, climax, development, repetition, patterns, etc. Shifts in ideas and perspectives, such as: movement from big to small, place to place, outside to inside, narrative perspective, etc. Coherence, such as: connections and links across paragraphs, etc. You need to explain the effects of the structural features! It is important that you use structural terminology in your answer:
Question 3 writing frame: Use this basic writing frame to help you write about each section of the text: In the.. the writer focuses on.. For example The writer does this now to. This makes the reader. You must remember to use structural terminology in your answer! Focus: What is this section of the text about? Evidence: Include a reference to or quotation from the text. Why now: Why does the writer choose to focus on it at this point? Effect: What does it make the reader realise, imagine, consider? For the higher marks: Consider when you are introduced to characters and why the writer chose this point. Consider when and why the location of the extract changes. Consider any links between the start and end of the passage and what this might suggest Consider the narrative perspective and why the writer has chosen this (1 st, 2 nd or 3 rd person) Look carefully for repetitions and contrasts and what these might suggest. Consider why the writer chose to include dialogue at specific moments.
Question 3: Example Answers Grade 4: The writer introduces Hale in the first paragraph. He does this now so that the reader has a clear idea of the main person in the story and what he is like. It then moves on and focuses on the crowd in Brighton to give the reader an idea of the location and follows through, in chronological order, some of the places Kolly Kibber goes, to explain to the reader what he is doing. So the story widens out but keeps Hale in the centre of the action by following him through that day. Grade 5-6: At the beginning, the writer introduces the character, Hale and how he knew someone was meant to murder him. The writer does this now to introduce the main character and he makes the murder deliberately vague; it makes the reader question what might happen to Hale next. The writer then focuses on what Hale does in Brighton and why he is there between lines 20-34. The writer does this to make the reader make an emotional attachment to Hale and builds suspence about what might happen next; there are so many people there the murderer could be anyone. The writer then includes a sentence that cuts off with a hyphen: Yesterday Southend, today Brighton, tomorrow-. The writer does this now to suggest that Hale will not live tomorrow as this links back to the first sentence and reminds the reader how Hale might be murdered in Brighton.. Grade 7-9: Focus: What is this section of the text about? Evidence: Include a reference to or quotation from the text. Why now: Why does the writer choose to focus on it at this point? Effect: What does it make the reader realise, imagine, consider? Use Structural Terminology In the exposition, the writer starts with dramatic opening sentence: Hale knew that they meant to murder him. The writer does this to introduce the protagonist and foreshadow what is to come: we are on edge just like Hale and we wonder who they are. The focus at the beginning is on Hale himself and his inky fingers and bitten nails, suggesting Hale is central to the plot. Overall, the text is structured chronologically in order to mirror Hale s journey and there are references to his journal in lines 11-13. This lenghty complex sentence reflects how busy and precise Hale s scheule is. However, in lines 21-22 there is a further reference to time in the isolated sentence yesterday, today, tomorrow-. The end focus here marks a complete contrast and change in tone in the extract to a more sinister one and implies Hale will not be alive tomorrow. The writer then switches focus and goes on to paint a contrasting picture of the town. He does this now to suggest that perhaps Brighton is a different place to Hale than it is for the holiday makers. At the end we are left with the solitary image of Hale alone and the repetition of his inky fingers and bitten nails. This links back to the start. suggesting Hale is central to the plot and that despite his attempts to avoid detection, he is still doomed and has made no progress with his escape.
Question 4 (AO4): Evaluation 20 minutes Underline the key words in the question: line numbers, key words in the statement. Question 4: Success Criteria: Evaluate the text: Explain how you react and what makes you agree/disagree with the statement Include quotations and textual references that link to the statement and to support your opinions on the text. Explain effects of the quotations in detail. Use subject terminology and explain the writer s methods. Top Tips: Although Q4 asks you for your opinion on the writer s skill, do not be too negative with your criticism- the statement has been chosen because it is most likely true. The best way to approach this question is to use PEEL to explain why you agree, although you may have some reservations.
For this question, go through and find evidence that makes you agree with the statement. You could use a quick planning grid like this if it helps you: Reasons I agree with the statement. I agree because I agree because I agree because Then answer using PEEL paragraphs. Aim to write at least three PEEL paragraphs evaluating the statement. You can use this writing frame if you wish: POINT: One reason why I agree is because the writer EVIDENCE: For example EXPLAIN: This suggests This implies The use of ST suggests LINK: This makes me agree with the statement because Point Evidence Explain Zoom in Connotations Subject terminology Link to the statement Top Tips: Remember to zoom in on your quotations, explore connotations and use subject terminology (just like you do for Q2- language analysis). Remember to constantly link your ideas back to the statement. Clearly explain your reaction to the text and your feelings.
Question 4: Alternative writing frame Point: In support of/in contrast to the student's statement, it can be seen that... Evidence: For example, [author's surname] writes, "..." Analyse: The (ST) "..." has connotations of...which suggests... Furthermore,... Point Evidence Analyse Zoom in Connotations Subject terminology Evaluate Link to the statement Evaluate: This affects the reader by making them feel/realise/consider... Link to student's view: This therefore supports/counters the student's view that we "..." Top Tips: E.g. Consider archetypes within the genre you are given. For example, if it is a gothic piece, there may be a damsel in distress; for mysterious pieces, there may be a typical detective. If the writer doesn t follow conventions of genre or use typical archetypes, consider why. I agree that the writer does show the fear of the woman because the writer uses an archetypal damsel in distress. For example, he describes her as walking alone in the silent darkness and contrasts this with her pure white skin and crimson lips. The adjective white is also an archetype, hinting at her innocence. The writer is deliberately using gothic archetypes to foreshadow that something terrible will happen to the woman, as this is a typical convention of a gothic text and therefore not just conveys the woman s fears, but it evokes fear in the reader too.
Question 4: Model Answers Grades 3-4 I agree with the statement. Hale does show how unsafe he feels because it says there were reasons why he didn t feel safe he has bitten nails and he drank his gin hastily. This description shows he is nervous that something bad might happen to him because the adverb hastily shows that he is desperate to get drunk to forget his problems. I agree this does remind me of the first line because he knows someone wants to murder him, which is why he is nervous. Grades 7-9 I agree with this statement because Hale s job places him in danger. Hale has a duty to place cards in hidden places along his route. The noun phrase hidden places immediately conjures images of dark, hostile places in which Hale is particularly vulnerable to being challenged ; the fact that he has a specified route compounds this, as well as making it seem like he doesn t have control of his situation. Moreover, his torment will only end when he is challenged. This verb has Point Evidence Explain Zoom in Connotations Subject terminology Link to the statement Point Evidence Analyse Zoom in Connotations Subject terminology Evaluate Link to the statement connotations of violence and aggression, perhaps foreshadowing his murder and bringing to our attention the irony of The Daily Messenger s game. For me, this builds anticipation of Hale s capture as the extract progresses and with each of Hale s movements. This does remind me of the first line because the writer is almost making Hale s entrapment and attack inevitable- his murderer will know where to find him. I also agree because
Question 5 (AO4): Creative Writing 10 minutes planning 35 minutes writing You will always have a choice between two tasks. However, there could be two descriptive tasks or two narrative tasks, so you must be prepared for both. Top Tips: Remember that you can develop any ideas that are suggested by the picture. This means that you can use your imagination and you aren t limited to just exactly what you can see in the picture.
Success Criteria: AO5 - Content Make sure you communicate ideas clearly and your ideas are imaginative Use a range of language devices appropriately Match the tone, register and style of your writing to the purpose, audience and form. Use a range of sophisticated vocabulary. AO5 - Organisation Ensure ideas are relevant and engaging Use paragraphs accurately (TiPToP) Link ideas/paragraphs Use a range of discourse markers and phrases to structure your piece (e.g. time connectives, prepositions) Use a variety of structural features (e.g. one sentence paragraphs, links between the beginning and end, flashbacks) AO6 Technical Accuracy Use ambitious vocabulary throughout Use a range of punctuation accurately e.g.., ; :?! - () Use a range of sentence forms (e.g. Simple/Compound/Complex) Accurately spell a range of vocabulary including more complex words Use Standard English - i.e. avoid informal language and slang. Use tenses accurately- it s much easier to write it all in the same tense.
Writing a narrative A narrative tells a sequence of events, such as part of a story. This will involve characters who move, speak, interact with each other and do things. A narrative may also include some description, but the main focus will be on characters, their actions, what happens to them and how they interact with each other. You will be able to create interesting and believable characters by describing what they feel, think and do. Narratives usually have the following structure: Remember: narratives are usually sequenced using time connectives. 1. Exposition: setting the scene. The writer introduces the characters and setting, providing description and background. 2. Inciting Incident: something happens to begin the action. A single event usually signals the beginning of the main conflict. 3. Rising Action: the story builds and gets more exciting. 4. Climax: the moment of greatest tension in a story. This is often the most exciting event. 5. Falling Action: events happen as a result of the climax and we know that the story will soon end. 6. Resolution: the character solves the main problem/conflict or someone solves it for him or her. 7. Dénouement: the ending. At this point, any remaining secrets, questions or mysteries which remain after the resolution are solved by the characters or explained by the author. Top Tips: Consider the following when writing a narrative: Which part of the story have I been asked to write? What genre will I write in? What will the setting be and how will this reflect the characters and events? What character/characters will I include? How will I present them?
Write a description A description uses words and devices to build up a picture in the reader s mind, of a place, atmosphere, event or person. When you are writing a description, you need to think of describing an experience through lots of different senses, for example, what you see, hear, smell, taste, what something feels like. Precise and powerful vocabulary choices, as well as language devices, will help your reader to visualise what you are describing. The way you organise your ideas is also important. You can decide on when and how you reveal things, for example, when to focus readers on small details (like a close-up shot in a film), and when to pan out to create the big picture of the description. Top Tips: Consider the following when writing a description: What impression do I want my reader to gain of what I am describing? What sort of mood or atmosphere is suggested? What sorts of details will I focus on? What are the things I might describe? What would it feel like to be there? (see, hear, smell, taste, etc)
Question 5: planning your answer Whichever task you choose, you will need to plan it carefully. Planning a description: A flow chart can be useful for planning a description: It must all be in the same tense. Past (He walked ) Present (He is walking.) Notice how the student has written a list of things they will describe in each paragraph. This ensures that each paragraph has developed ideas. The student here has also linked their ideas based on time passing. You could choose to sequence your own description either using time or space or a mixture of both. Space: Explore one feature/location/part of the image at a time, changing paragraph as you change location/part/feature. You can add features that can't be seen, such as objects, people, animals and things beyond this immediate setting. When you structure your description using space, link ideas using prepositions (on, behind, in the distance, etc). Time: This could be different periods of the day, year, etc. It could be this scene over the course of a few minutes, one hour, a day etc. This allows you to add and develop features which change over time. Use time connectives to sequence ideas (suddenly, then, as the sun rose, etc).
Planning a narrative: A story mountain can be very helpful when helping you plan a narrative response. You may not have to write every part of the story; you might choose to build up to a cliff-hanger and then stop. Here is an example of a plan one student did on the narrative task write a section of a story set during a special occasion. It must all be in the same tense. Past (He walked ) Present (He is walking.) Remember: You need to ensure that you are still using language devices when writing a narrative. You need to describe settings, actions, characters, etc. in detail. It is not enough to tell the reader what is happening: each section of the story must be described imaginatively and in detail.
Question 5: Narrative tips: You must write an interesting story opening. Here are some ways you could do this: Using direct speech: 1. A new speaker always starts on a new line. 2. The speech marks go around the actual words that are spoken. 3. A new speech begins with a capital letter. 4. Before you close the speech marks, you must put in a punctuation mark: a comma, full stop, question mark or exclamation mark. 5. If you are talking to someone and use his or her name you should put a comma before it ("Hello, Michael.")
Question 5: devices Sibilance: Repeating sounds that cause you to push a stream of air with your tongue through your teeth. Sssssssss. E.g. Slowly the hissing snake slithered into the stream. O nomatopoeia: Naming a thing or an action by imitating the sound associated with it. E.g. Buzz, hiss, roar, woof. Adverbs/Adjectives: Adverbs are words that describe actions (verbs).e.g. Slowly, (nouns). E.g. Spikey, hard, tall, short, soft, green, dull surreptitiously, leisurely. They often end in ly. Adjectives are words that describe things Personification: Giving something human qualities. E.g. The stuffed bear smiled as the little boy hugged him close. The moon crept across the sky. S imile: Compares two distinct objects and draws similarity between them. Similes use as or like to make this comparison: My love is like a red red rose M etaphor: Compares two distinct objects and draws similarity between them. The difference is that Simile uses as or like and Metaphor does not. For example: He is an old fox very cunning. Exaggeration/Hyperbole: Big exaggeration. For example: Mile-high ice-cream cones. I am so hungry I could eat a horse. Alliteration: The repetition of sounds at the beginning of two or more words that are close together. For example: The wild and woolly walrus waits and wonders when we'll walk by. R epetition: Repeating words or phrases. E.g. The snow kept falling and falling. Sophisticated Devices: Assonance, Cliché, Fricatives, Juxtaposition, Irony, Pathetic Fallacy, Dissonance, Pathos, Consonance, Cacophony, Euphony, Plosives
It s important that you use a range of punctuation in your writing. Full stop. indicates that a sentence has finished Comma, Question mark? Exclamation mark! Apostrophe Speech marks Colon Semicolon Dash / hyphen : ; - Brackets ( ) Ellipsis indicates a slight pause in a sentence, separates clauses in a complex sentence and items in a list goes at the end of a question goes at the end of a dramatic sentence to show surprise or shock shows that letter(s) have been left out or indicates possession indicate direct speech, the exact words spoken or being quoted introduces a list, a statement or a quote in a sentence separates two sentences that are related and of equal importance separates extra information from the main clause by holding words apart can be used like dashes, they separate off extra information from the main clause to show a passage of time, to hook the reader in and create suspense
Question 5: Mark scheme Grade 7-9: AO5: AO6: Grade 5-6: AO5: AO6: Grade 3-4: AO5: AO6: Grade 1-2 AO5: AO6: Content: compelling, convincing, complex ideas. Devices: a range of devices for specific effects Structure: varied, inventive, engaging Organization: fluent paragraphs, variety of integrated discourse markers Sentence separation: consistently accurate Punctuation: wide range, high level of accuracy Sentence forms: types and lengths used for effect Spelling: high level of accuracy Vocabulary: ambitious and extensive Content: consistently clear, engaging Devices: a range of devices used for effect Structure: engaging, developed Organization: linked paragraphs, connecting words/phrases Sentence separation: mostly secure and accurate Punctuation: wide range, mostly successfully Sentence forms: variety used for effect Spelling: generally accurate Vocabulary: increasingly sophisticated Content: mostly successful, developed, some control and relevant ideas Devices: Some devices are used for effect Structure: Uses paragraphs Organization: linked ideas, some connectives Sentence separation: mostly secure, sometimes accurate Punctuation: Some control of a range Sentence Forms: attempts a variety of sentence lengths and structures Spelling: Some accurate spelling of complex words Vocabulary: A range, varied Content: simple and limited ideas Devices: Simple vocabulary and devices Structure: Random paragraphs Organization: Some basic connectives Sentence separation: sometimes accurate Punctuation: Some accurate full stops & capital letters Sentence forms: simple range Spelling: accurate spelling of basic words Vocabulary: simple
Question 5: Example answers Descriptive example: