GET THAT GRADE 5

/ 6!

UNDERSTANDING PAPER 1 AND THE SOURCE

• You will receive one source with your exam paper and questions 1 to 4 will be based around this extract.

• You must read the context box at the top of the page. This will give you some relevant information about the source to aid your understanding: the text it came from, any characters within the extract, when it is set/ was published etc.

• DO NOT include any quotations from this box in any of your answers – it is not officially part of the source.

• At the beginning of the exam, read through your source carefully and ensure you understand what it is about, what the main events are and who is involved (e.g. key characters / narrator).

Action Timing

Read Source A + Q1 5 minutes

Q2 (Language) 15 minutes

Q3 (Structure) 15 minutes

Q4 (Evaluate) 25 minutes

Q5 (Descriptive / Narrative)

45 minutes

REMEMBER: The source is unseen – we won’t

have studied it in class!

QUESTION 1 – 4 marks

①Read the focus of the question carefully.

②Using your highlighter, bracket the section of the source allocated to the question.

③You must identify 4 (no more, no less) ideas relevant to the question from the allocated section of the source.

④You can quote or paraphrase but your answers must be in full sentences.

⑤Where possible, read between the lines and infer!

REMEMBER: DO NOT copy the entire section as a quote. This doesn’t show any

skill and you’ll get 0 marks!

5 minutes

QUESTION 1 – For Example:

Read again the first part of the source, lines 1 to 3.

List four things from this part of the source about Hale.

1. Hale knew he was going to be murdered.

2. He is in Brighton.

3. He has inky fingers and bitten nails.

4. He feels out of place.

The response is written in full sentences.

The candidate has paraphrased their ideas.

QUESTION 2: Language – 8 marks① Read the focus of the question carefully. It could be in relation to character, setting,

atmosphere or idea.② Next, read through the extract and identify approximately 4 quotations

(words/phrases) that are relevant to the focus of your question.③ Be selective with your quotes. Which quotation can you analyse in more depth?

Which quotation offers you a more perceptive interpretation?④ Annotate your chosen quotations and identify the word class, language techniques or

sentence forms.⑤ Write 2 PEALE paragraphs in response to the question, creating links between the

quotations you have chosen.

SUBJECT TERMINOLOGY

Noun Adjective

Dynamic Verb Adverb

Simile Metaphor

Personification Zoomorphism

Connotations Simple

Compound Complex

Lists Juxtaposition

Repetition Pathetic Fallacy

P – ‘In the extract, the writer uses [insert language feature] to describe / highlight / emphasise…E – This is evident / illustrated / conveyed when the writer…A - The [insert language feature] suggests / implies…Furthermore, it could also intimate…L – This idea is further reinforced when the writer uses [insert language feature] to…This suggests / implies / intimates…E – This would make the reader TFIU…

QUESTION 2 - Getting into CLEARHow does the writer use language here to describe Brighton on that day?

The writer uses adjectives with positive connotations to emphasise the beauty

that Brighton possesses. This is evident when the writer describes the ‘new silver

paint’. The adjectives ‘new’ and ‘silver’ suggest the newness of the environment

as it is freshly painted; probably one of the reasons it is so popular with the

tourists. Furthermore, ‘silver’ has connotations of wealth and decadence, which

presents Brighton as more of a luxurious destination. This idea is further reinforced

by the writer’s use of verbs when he explains how the paint ‘sparkled’ which not

only shares the same connotations as ‘silver’ but also emphasises how the paint

attracts the tourists to the piers. This would make the reader imagine Brighton as a

picturesque setting where no expense has been spared to make it desirable.

15 minutes

WHY IS THIS RESPONSE CLEAR?The candidate:• Clearly and accurately identifies relevant language features• Creates links between word classes based on inferences.• Offers clear comments about what the language features suggest about

Brighton, including layers of meaning.• Makes clear comments about the effect of the language – how it makes the

reader perceive Brighton.

QUESTION 3: Structure – 8 marks

①Read through the source and identify the main focus: character, setting, atmosphere, idea or object.

②Then, track how the writer introduces, develops (through a shift of focus) and concludes (through the type of ending used or a contrast) the main focus at the beginning, middle and end of the text.

③You should also identify the structural techniques used by the writer to introduce, develop and conclude the main focus.

④When considering the effect on the reader, avoid generic and clichéd responses such as ‘It makes the reader want to read on.’ BE SPECIFIC!

⑤Aim for 3 PEE paragraphs.

SUBJECT TERMINOLOGY

Beginning Middle

End Introduce

Develop Conclude

Shift of focus Zooming in / out

Inside to outside Dialogue

Contrast Foreshadowing

Flashback Time Shift

Beginning Middle

P – In the beginning / middle/ end of the text, the writer uses [insert structural technique] to introduce / develop / conclude the…E – This is evident when…E – This makes the reader…Furthermore / In addition, this could also make the reader…

QUESTION 3 - Getting into CLEARHow has the writer structured the text to interest you as the reader?

The writer begins the text with a dramatic opening sentence to introduce the

main character and foreshadow his demise. This is evident when it says ‘Hale

knew that they meant to murder him.’ This beginning is deliberately vague and

forces the reader to question who Hale really is and why somebody would want

to murder him. It makes the reader question his character as we are provided

with very little information in the opening paragraph which further develops and

maintains the suspense created in the opening line.

In the middle of the text, the writer shifts the focus from Hale to the busy yet

beautiful setting. This is evident in lines 4-15 and creates a slight contrast for

the reader between the tension in the opening sentence and the positive

atmosphere created by the description of Brighton. This releases the suspense

and makes the reader feel as though the threat to Hale’s safety has lessened.

At the end of the text, the writer shifts the focus back to Hale and creates a

cyclical structure as the reader is reminded of the threat to Hale’s life from the

beginning of the text. This is evident in lines 37-38 when the writer deliberately

repeats ‘bitten nails’ and ‘inky fingers.’ This reminds the reader that despite the

shift of focus to a more positive atmosphere in the middle of the text, the threat

to Hale is still present which further reinforces the foreshadowing from the

beginning of the text.

15 minutes

Clearly identifies relevant

structural features

Clearly tracks a

main focus throughout

Clearly explains

the effect structure

has on the reader

QUESTION 4: Evaluate – 20 marks① Read the statement carefully and identify the

key parts that you’ll be engaging with. ② Draw a bracket around the section of the source

you’ve been allocated for this question and read the bullet points - they’ll guide you to focus on certain aspects of the source.

③ Re-read this section of the source and select 4 quotations that enable you to agree or disagree with the statement.

④ Next to each quote, identify your reason for choosing it. What does it convey that allows you to agree or disagree? This will be your point for each paragraph.

⑤ You need to use your skills from Q2 and Q3 here. Go back through your highlighted quotations and identify any language features or structural techniques used by the writer. You MUST identify the writer’s methods to get into Clear!

⑥ Write 3-4 PEAE paragraphs in response to the statement.

SUBJECT TERMINOLOGY

SEE Q2 and Q3

P – I completely / partially agree / disagree with this statement as / because…

E – This is evident when…

A - The writer’s use of [insert language feature or structural technique] suggests… Furthermore, this could also imply…In addition, the writer’s use of … intimates that…

E- This makes me agree / disagree with the statement as…

REMEMBER – You can wholly agree, wholly disagree or do a

bit of both!

QUESTION 4 - Getting into CLEARA student, having read this section of the text, said: “This part of the text,

explaining what Hale is doing, shows how nervous and unsafe he feels. It

reminds me of the first line.”

To what extent do you agree?

I completely agree with this statement as Hale is shown to be incredibly nervous

when the writer focuses on Hale’s movements and explains he ‘drank his gin and

tonic hastily as a clock struck eleven.’ The use of the adverb ‘hastily’ suggests Hale

is in a hurry to get away and doesn’t want to be in the same place for too long. The

use of ‘as a clock struck eleven’ further supports this idea as it is as if he is clock-

watching, making sure he doesn’t stay there too long and make himself an easy

target. This makes me agree with the statement as it emphasises the true extent

of Hale’s nervousness and contributes to an uneasy atmosphere that gives the

reader a sense of foreboding.

25 minutes

Engages with the

statement with clear, relevant points

Selects relevant

quotes to support

ideas

Clearly and accurately identifies relevant writer’s

methods

Evaluates how the writer’s use

of language makes them

agree.

QUESTION 5: Descriptive – 40 marks① If you are writing a description suggested by an image, you are

not writing a story UNLESS you are asked to describe a journey.

② You need to divide the image into 6 boxes and identify at least one element per box to zoom in on and describe in detail.

③ In your opening paragraph, you should ‘zoom out’ of the image and describe something more general like the weather. Imagine you’re looking at the image from a bird’s eye view.

④ You then need to zoom in on the elements you’ve identified, seamlessly moving from one box to another using paragraphs.

⑤ Remember, the image is a stimulus. To make your writing even more engaging, infer certain ideas and describe them in detail.

⑥ In your final paragraph, you should zoom back out on your image and offer another general description, creating a contrast with the beginning.

⑦ If you are writing a description without an image (e.g. a character or a place) follow the same process by dissecting the focus over six paragraphs.

⑧ For either question, you need to write in the third person and include a good range of vocabulary, descriptive techniques, structural techniques, punctuation and sentence types, all for effect.

DESCRIPTIVETECHNIQUES

Dynamic Verbs

Adjectives

Similes Metaphors

Complex Sensory

Lists Minor

Adverbs Emotive

Personification

Zoomorphism

REMEMBER – You MUST plan and you MUST proof read!

DESCRIPTIVE- Getting into CLEARThe train’s cargo remained calm, but everyone inside was petrified, even

the man reading the Evening News, with the bold writing on the front cover

stating: ‘Huge storm incoming. Record breaking wind speeds’; even the

student, earphones in; favourite band playing whilst he made his way through

a packet of Haribo with a can of cola in the other hand; even the oblivious one

over there, half-asleep, taking up multiple seats, even he must have been

scared. It was hard not to be.

Opposing the raging torment sat a wall of brightly coloured homes. Colours,

which in summer would inflict joy and happiness upon excited newcomers to

the beach. Now though, those colours did nothing helpful. No amount of

brick red or light indigo could cover up the biggest story of the week.

45 minutes

Clear range of sentence types and

starters for effect.

Clear and effective use of a range of punctuation

Increasingly ambitious vocabulary

and phrasing

Vocabulary crafted clearly

for effect.

QUESTION 5: Narrative – 40 marks① If you are writing a narrative piece, you may be asked to write a short story or just focus on the

beginning / ending.② You could also be asked to ‘describe a time when…’ Don’t be fooled by the word ‘describe’ – it’s

still a narrative task!③ If you are writing a short story, you need to plan your response following the narrative arc:

exposition, conflict, rising action, climax, falling action and resolution. You should decide how many paragraphs you intend to spend on each element in order to successfully develop your ideas so that they create a coherent plot.

④ Remember, your whole response should be approximately 8 paragraphs. That’s not a lot for a short story. Keep the focus relatively straightforward but craft your writing!

⑤ If you are asked to write the beginning or the end of a story, consider your starting point, again using the narrative arc. Will you end at the climax? Will you begin in the rising action? The choice is yours!

⑥ For either question, you need to write in either the first or second person and include a good range of vocabulary, descriptive techniques, punctuation, sentence types and structural techniques, all for effect.

NARRATIVE STRUCTURE

EXPOSITIONIntroduction to your character,

setting, atmosphere or narrator.

CONFLICTA problem or catalyst that leads to

main ‘event’ in your story.

RISING ACTIONThe build up to the main ‘event’.

This can create tension / excitement etc.

CLIMAXThe main ‘event’ that your story

has been building towards.

FALLING ACTIONA decrease in tension / excitement.

The aftermath of your main ‘event’.

RESOLUTIONThe end of your narrative. It can be

conclusive or a cliff hanger.

NARRATIVE- Getting into CLEARThe lake had an eerie mist shrouding it. It lay there still with no movement: dead,

as dead as the plant life that circled around it.

In the middle of an isolated beach sat a small, rotten pier, one that looked as if it

had been there for centuries, looking over the lake witnessing every historical

event that had taken place: those from hundreds of years ago to one that had

happened just a week ago.

There I sat at the end of the pier watching, observing, scanning over the water

seeing nothing but slight blue ripples glide under my feet and the reflections of

giant mountains that had consumed most of what I could see. I sat there

contemplating an event that scared a lot of people in my village, one that involved

nothing more than a gun, a psychopath and the love of my life.

45 minutes

Clear range of sentence types and

starters for effect.

Clear use of structure for

effect.

Phrases clearly crafted for impact (to

create sinister tension).

Vocabulary crafted clearly

for effect.