language paper 1 -extract - the de montfort school live files/homework... · 2019-05-17 ·...
TRANSCRIPT
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LanguagePaper1- ExtractThefirstthingyouneedtodois
readthroughthetext…BloodonSnowByJoNesbo
Thesnowwasdancinglikecottonwoolinthelightofthestreetlamps.Aimlessly,unabletodecidewhetheritwantedtofallupordown,justlettingitselfbedrivenbythehellish,ice-coldwindthatwassweepinginfromthegreatdarknesscoveringtheOslofjord.Togethertheyswirled,windandsnow,roundandroundinthedarknessbetweenthewarehousesonthequaysidethatwereallshutforthenight.Untilthewindgotfedupanddumpeditsdancepartnerbesidethewall.Andtherethedry,windsweptsnowwassettlingaroundtheshoesofthemanIhadjustshotinthechestandneck.
Bloodwasdrippingdownontothesnowfromthebottomofhisshirt.Idon’tactuallyknowalotaboutsnow– ormuchelse,forthatmatter– butI’vereadthatsnowcrystalsformedwhenit’sreallycoldarecompletelydifferentfromwetsnow,heavyflakes,orthecrunchystuff.Thatit’stheshapeofthecrystalsandthedrynessofthesnowthatmakethehaemoglobin inthebloodretainthatdeepredcolour.Eitherway,thesnowunderhimmademethinkofaking’srobe,allpurpleandlinedwithermine,likethedrawingsinthebookofNorwegianfolktalesmymotherusedtoreadtome.Shelikedfairytalesandkings.That’sprobablywhyshenamedmeafteraking.
TheEveningPost hadsaidthatifthecoldcarriedonlikethisuntilNewYear,1977wouldbethecoldestyearsincethewar,andthatwe’drememberitasthestartofthenewiceagescientistshadbeenpredictingforawhile.ButwhatdidIknow?AllIknewwasthatthemanstandinginfrontofmewouldsoonbedead.Therewasnomistakingthewayhisbodywasshaking.HewasoneoftheFisherman’smen.Itwasnothingpersonal.Itoldhimasmuchbeforehecollapsed,leavingasmearofblooddownthewall.IfIevergetshot,I’dratheritwaspersonal.Ididn’tsayittostophisghostcomingafterme– Idon’tbelieveinghosts.Ijustcouldn’tthinkofanythingelsetosay.ObviouslyIcouldhavejustkeptmymouthshut.That’swhatIusuallydo,afterall.Sotheremusthavebeensomethingthatmademesotalkativeallofasudden.MaybeitwasbecausetherewereonlyafewdaystogobeforeChristmas.I’veheardthatpeoplearesupposedtofeelclosertoeachotheraroundChristmas.ButwhatdoIknow?
Ithoughtthebloodwouldfreezeontopofthesnowandendupjustlyingthere.Butinsteadthesnowsuckedthebloodupasitfell,drawingitinunderthesurface,hidingit,asifithadsomesortofuseforit.AsIwalkedhomeIimaginedasnowmanrisingupfromthesnowdrift,onewithclearlyvisibleveinsofbloodunderitsdeathlypaleskinofice.
OnthewaybacktomyflatIcalledDanielHoffmannfromaphoneboxtotellhimthejobwasdone.
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Readagainthefirstpartofthesourcefromlines1to7.
Listfourthingsaboutthesnowfromthispartofthesource.(4marks)
A) ________________________________________________________________________________________________________________________
B) ________________________________________________________________________________________________________________________
C) ________________________________________________________________________________________________________________________
D) ________________________________________________________________________________________________________________________
Question1– YourGo!
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Band Marks Description
Simple,limitedcomment
1-2 Willmakebasicpointsfromwordchoices.Somemisunderstandingsandrepetitionoftext.
Someunderstandingand
comment
3-4 Willmakebetter interpretations,butwillstillbelimitedtooneortwofeaturesoflanguage.Someinterpretationsmaynotbesecure.
Clear,relevantexplanation
5-6 Willmakeclear pointsaboutthelanguageuse– butnotallthreebulletpoints.Willnotgivemultipleorextendedinterpretations.
Detailed,perceptive analysis
7-8 Willpickuponrangeof words,languagefeaturesandsentences.Will makepointsthatnoteveryoneelsewillmake(avoidtheobviousinterpretations!) Willfullyexploreconnotations withmultipleand extendedinterpretationsthatwillbeoriginalinplaces.
Question2Guide
Subject Terminology Whatisit?
Noun
Adjectives
Adverbs
Alliteration
Metaphor
Onomatopoeia
Personification
Similes
SensoryLanguage
Repetition
Fillinthetablewiththeirdefinitions.Ifyouwantahighermark,youneedtoalsoknowwhatsimple,minor,compoundandcomplexsentencesare,andfurtherwordclassotherthantheoneslistedhere.
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Nesbo usespersonificationwhendescribinghow“thesnowwasdancinglikecottonwool,”whichdemonstratestherhythmicandgracefulwaythatthesnowwasfalling,andindicatinghowenjoyableitmusthavebeentowitnessthespectacle.Dancingcanalsobeunpredictableandusuallyincorporatesothers,thereforedemonstratinghowrandomandunexpectedthemovementswereandthecontributionofallthesnowflakesinthefall.Thenounuseof“cottonwool”hasconnotationsofcleanlinessandsoftness,demonstratingthepurityofthesnowandthepeaceandcalmofthesetting.
Point->Identifyalanguagefeatureused….Evidence->GiveasuitablelineofevidenceExplanationofleadtechnique->Explaintheeffectofthelanguagefeaturethathasbeenused.Zoominonawordchoice->Exploretheconnotationsofthatwordandexplainwhatthistellsyouaboutthetopic.
Youneedtofollowthisstructureineachparagraph…
Belowisanexampleparagraph.Eachlinehasbeencolouredtomatcheachrequirementabove.
Thisisgoodbecause:• I’veusedsubjectterminologywhere
Ican.• Ihavebeenspecificandnotrambled
on.• Ihaveembeddedmyquote.• Ihaveextendedmyinterpretations
beyondthebasic.
Question2Guide
EdwardtheAQAExaminersays:Thetopstudentswillavoidtheobviouspointsandgoforthemoreoriginalanduniqueideasthatotherswillnotcomeupwith– likethisunderlinedsection.Donotsettleforbasicpointslike,“thisshowstheweatherisnice”
– whatbetterpointscanyoumake?
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Lookindetailatthisextract.
.Howdoesthewriteruselanguageheretodescribetheweather?Youcouldincludethewriter’schoiceof:
• Wordsandphrases• Languagefeaturesandtechniques• Sentenceforms
(8marks)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_
Question2- Yourgo!
Thesnowwasdancinglikecottonwoolinthelightofthestreetlamps.Aimlessly,unabletodecidewhetheritwantedtofallupordown,justlettingitselfbedrivenbythehellish,ice-coldwindthatwassweepinginfromthegreatdarknesscoveringtheOslofjord.Togethertheyswirled,windandsnow,roundandroundinthedarknessbetweenthewarehousesonthequaysidethatwereallshutforthenight.Untilthewindgotfedupanddumpeditsdancepartnerbesidethewall.Andtherethedry,windsweptsnowwassettlingaroundtheshoesofthemanIhadjustshotinthechestandneck.
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Question2- Yourgo!
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Self-Assess
MarkScheme
Perceptive,Detailed(7-8)Showsperceptiveanddetailedunderstandingoflanguage• Analysestheeffectsofthewriterschoicesoflanguage.• Selectsarangeofjudiciousquotations• Usesarangeofsubjectterminologyappropriately.Clear,relevant(5-6)Showsclearunderstandingoflanguage• Clearlyexplainstheeffectsofwriterschoices.• Selectsrelevantquotations• Usessubjectterminologyaccurately.Some,attempts(3-4)Showssomeunderstandingoflanguage• Attemptstocommentontheeffectoflanguage• Selectssomerelevantquotations• Usessomesubjectterminology,notalwaysappropriately
Iwouldgivemyself_____marks.ToimprovenexttimeIneedto:
Inthisquestion,Imustrememberto:
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Considerthewholetext.Howhasthewriterstructuredthetexttointerestyouasareader?Youcouldwriteabout:
• Whatthewriterfocusesyourattentiononatthebeginning.• Howandwhythewriterchangesfocusasthesourcedevelops.• Anyotherstructuralfeaturesthatinterestyou.
(8marks)
Yourquestionwilllookabitlikethis….
Marks:8Time:10mins
Need:2– 3PEEEparagraphs
Skill:Analysingstructuralchoices
Question3Guide
Nowwe’regettingreallytricky.Analysingstructureisnoteasy…
Again,thisisonlymeanttotake10minutesandisjust5%ofyourGCSE– do
nottakelongonthis.
Edna’sStrategyWhenyoureadtheextract,splititintothreesections(beginning,middleandend).Foreachsection,consider:• WhichREFFSONtechniqueshavebeenapplied.
Howdoesthisengagemeasareader?• Howistheoveralldevelopmentofthestructure
areflectionofthecharactersthoughtsoractions?
Mirroring:Justlikeanimageinamirror,writers
canuselanguageandstructureto
reflectthethoughtsandactionsofthecharacter.
Nostructurehasjustbeenouttogetherrandomly,andIwouldwantmyhigherstudentstobeabletoidentifyhowthestructureisrepresentativeofthewider
plotandcharacter.
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Band Marks DescriptionSimple,limited
comment1-2 Willmakebasicpointsfromstructuralchoices.Some
misunderstandingsandrepetitionoftext.
Someunderstandingandcomment
3-4 Willmakebetter interpretations,butwillstillbelimitedtooneortwofeaturesofstructure.Someinterpretationsmaynotbesecure.
Clear,relevantexplanation
5-6 Willmakeclear pointsaboutthestructure– butnotallbulletpointswillbecovered.Willnotgivemultipleorextendedinterpretations.
Detailed,perceptiveanalysis
7-8 Willpickuponrangeof structuralchoices.Will makepointsthatnoteveryoneelsewillmake(avoidtheobviousinterpretations!) Willfullyexplorehow thestructuralchoicesmirrorthecontent,withmultipleand extendedinterpretationsthatwillbeoriginalinplaces.
Question3Guide
Terminology
Whatisit? How hasitbeenusedinthetext?
RepeatWhatideas/wordshave
beenrepeated?
EndingWhatis interestingaboutthe
lastline?
Foreshadowing
Arethere anyfocusesthatforeshadowalaterevent?
FocusWhatisthemainfocusof
theopening?Why?
SequenceHowdoesthe focuschangethroughouttheopening?
OpeningWhatis interestingaboutthe
openingline?
NarrativeVoice
How wouldyoudescribethenarrativevoice?
JuxtapositionArethereanyfocuses thatopposeeachother?
Fillinthetablewithhowthefollowingstructuraltechniqueshavebeenusedinthetext..
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Nesbo focusesonthegentleandpure“cottonwool”likesnowatthestartoftheextract,whichputsthereaderatafalsesenseofease,fortheapparentlyidyllicweatheristhesettingforacallousmurderthatthecharacterseemstofeelnoguiltfor.Thejuxtapositionofthe“cottonwool”snowbeing“drivenbythehellishice-coldwind”intheweathermayforeshadowthehumanbeingkilledbyaforceofviolenceandmalice,andtheclashbetweenthesnowandthewindisrepresentativeoftheconflictingimageofthepeacefulsnowwiththebleeding,deadbody. Tobestruckwithsuchacrimesoearlyhasthereaderquestioningthemotivesandreasonsbehindit,andforsuchbarbaritytooccuragainstsuchapurebackdropmeansthereadercomestoexpectshockandhorroratanytime.
Point->Identifythestructuralfeature(s)used….Evidence->GivesuitableevidenceExplanation->Howhasthatstructuraldevicebeenused?Whatisinterestingaboutit?Doesthestructuremirrorthecontentinanyway?Engagement->Whydoesthatstructuraltechniqueengagethereader?
Youneedtofollowthisstructureineachparagraph…
Belowisanexampleparagraph.Eachlinehasbeencolouredtomatcheachrequirementabove.
Question3Guide
EdwardtheAQAExaminerlikes:
Thefactweworkedchronologically– startwiththeopening,thenthemiddle,andendwiththeend.
Thecarefulconsiderationofthedualpurposeofstructure– whydoesitengageareader?Howdoesitreflect
thewidercontent?
Thefactwearenotjustputtingobviouspoints,butarecarefullyconsideringmorepersonaland
uniqueinterpretations.
Thespecificexplanationoftheeffectonthereader– donotbegeneralandvague,butspecificallyexaminethethoughtsandreactionsofthe
reader.
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Considerthewholetext.
Howhasthewriterstructuredthetexttointerestyouasareader?
Youcouldwriteabout:
• Whatthewriterfocusesyourattentiononatthebeginning.• Howandwhythewriterchangesfocusasthesourcedevelops.• Anyotherstructuralfeaturesthatinterestyou.
(8marks)
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Question3- Yourgo!
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Question3- Yourgo!
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Self-Assess
MarkScheme
Perceptive,Detailed(7-8)Showsperceptiveanddetailedunderstandingofstructure• Analysestheeffectsofthewriter’schoiceofstructuralfeatures.• Selectsarangeofjudiciousquotations• Usesarangeofsubjectterminologyappropriately.Clear,relevant(5-6)Showsclearunderstandingofstructure• Clearlyexplainstheeffectsofwriterschoicesofstructuralfeatures.• Selectsrelevantquotations• Usessubjectterminologyaccurately.Some,attempts(3-4)Showssomeunderstandingofstructure• Attemptstocommentontheeffectofstructuralfeatures• Selectssomerelevantquotations• Usessomesubjectterminology,notalwaysappropriately
Iwouldgivemyself_____marks.ToimprovenexttimeIneedto:
Inthisquestion,Imustrememberto:
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Forthisanswer,youneedtoconsiderthewholetext.Areaderofthisextractsaid“themurderer,Olav,feelsnoregretorremorseforthemurderhe’scommitted”
Towhatextentdoyouagree?
Inyourresponse,youcould:
• ConsideryourownimpressionsofOlav.• EvaluatehowthewritershowsthatOlavfeelsnoregretorremorse.• Supportyourresponsewithreferencestothetext.
(20marks)
Yourquestionwilllookabitlikethis….
Marks:25Time:20mins
Need: Introductionand4PEEZEs
Skill:Evaluation
Question4GuideThisonesoundsalotharderthenitreallyis– ifyoufollowmysteps,
you’llbefine!
Thisoneis12.5%ofyourwholeGCSEandisworthhalfthereadingmarksonthispaper.It
needsyourfullattentionforatleast20minutes.
Edna’sTopTips• Youmust,mustknowabankofwriter’smethodsforthisquestion.Aswellas
thelanguagefeaturesandstructuralfeaturesalreadyexplored,learnthoseonthenextpageasastartingpoint.
• KnowthePEEZEstructureandaimfor4in20minutes.• Theexaminerlovesitwhenyoucanoffermultipleanddifferingpointsofview.
Whenyoumakeapoint,youneedtoconsidering:Whatelse?Canthisevidenceargueagainstthistoo?Arethereadditionalinterpretations?
Edna’sStrategy• Whilstyoureadthroughtheextract,highlightanyevidence
tosuggestthatsupportsoropposeswithyourpointofview.• Then,selectthe‘richquotes’– theonesthathaveclear
writersmethodsinthemthatyoucanpickoutandexplain.• Startwithanintroductiongiveyouroverallview,considering
thetextasawhole.Allyourpointsgoingforwardwilllinkbacktothisoverallview.
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Question4Guide
Writer’sChoices Whatisit?
LanguageTechniques
Keywords
Sentencetypes
Dialogue
Structuralchoices
Punctuation
Explicit /ImplicitInfo
Tone
Intermsofwriterschoices,youcouldfocuson….
Thisonetakesalittleplanningofthoughtandpreparationtodowell.Firstofall,jotdownsomeinitialideasforandagainst…
Reasons tosupportstatement Reasonsagainststatement
Introduction:Overall,doyouagreeordisagreewiththestatement?Inwhatway?Beasspecificasyoucan.
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Overall,IfeelthatOlavistryingreallyhardtonotfeelregretorremorseandistryingtogivetheimpressiontohimselfandothersthatheisnotbotheredbythemurder– howeverheisnotascomfortableashewouldliketobelieve.
Aclearexampleofthisisthepeculiarstudyingofthebloodonthesnow,whenhequerieswhether,“thebloodwouldfreezeontop.”Thefactthatheisstoppingtostudythebloodandobserveit’sbehaviouronthesnowindicatesagreaterconcernforthemurder– heisnotabletodismissitsoeasily.Thewriter’suseofimagerycanalsodemonstrateafurtheruneasethatOlavhas,for“thesnowsuckedthebloodupasitfell,drawingitinunderthesurface,hidingit.”ThisimageofthebloodbeinghiddenfromviewisreflectiveofOlav’sattitudetothemurder– hewouldrather‘hide’thedeedatthebackofhismindandconsiderthesciencebehindthebloodratherthanembraceregretforthemurder.However,inthesnowandinOlav,theevidenceofthemurderisstillthereandcannotbehiddenpermanently.Ontheotherhand,Olavbelievesthesnowdidthis“asifithadsomesortofuseforit”– soratherthenthisabsorptionbeingarepresentationofOlav’srefusaltofaceregret,actuallyhemayhaveneededtocompletethemurderasapersonalrequirement;hisoverallfeelingmaythereforehavebeenoneofredemptionandsatisfaction,ratherthenregretandremorse.
Pointandevidence – MakeaninterpretationandgiveevidencetosupportExplanation– whatisyourpersonalreflection/impressionofthecharacterfromthequotechosen?Zoom onwriter’smethods– Howdothewriter’smethodscommunicatethisinterpretation?Expand – Canyouofferanalternative/additionalinterpretationfromthisquote,oristhereanadditionalwriter’smethodthatyoucanidentify?
Youneedtofollowthisstructureineachparagraph…
Belowisanexampleparagraph.Eachlinehasbeencolouredtomatcheachrequirementabove.
Question4Guide
EdwardtheAQAExaminersays:
Nice,specificintroductionthat
attacksthestatement.
Original,thoughtful
explorationofhowwriters
methodssupportinterpretation.
The‘somethingextra’neededfortopband– analternativeoradditional
interpretation.
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Forthisanswer,youneedtoconsiderthewholetext.Areaderofthisextractsaid“themurderer,Olav,feelsnoregretorremorseforthemurderhe’scommitted”
Towhatextentdoyouagree?
Inyourresponse,youcould:
• ConsideryourownimpressionsofOlav.• EvaluatehowthewritershowsthatOlavfeelsnoregretorremorse.• Supportyourresponsewithreferencestothetext.
(20marks)
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Question4- Yourgo!
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Question4- Yourgo!
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Edwardwants…General
q Ambitiousvocabulary
q Paragraphvarietyq Punctuationvariety
q Capitalsq .q ““q :q ;q -q ,q ()
q Sentencevarietyq Simpleq Shortq Compoundq ComplexDevices
q Alliterationq Adjectivesq Adverbsq Metaphorsq Onomatopoeiaq Personificationq Similesq SensoryImageryq Depth
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Question5- Yourgo!
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Edwardwants…General
q Ambitiousvocabulary
q Paragraphvarietyq Punctuationvariety
q Capitalsq .q ““q :q ;q -q ,q ()
q Sentencevarietyq Simpleq Shortq Compoundq ComplexDevices
q Alliterationq Adjectivesq Adverbsq Metaphorsq Onomatopoeiaq Personificationq Similesq SensoryImageryq Depth
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Question5- Yourgo!
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LanguagePaper2
InsectionB,Iwanttoknowifyoucancreateinterestingtexts,using
effectively:
• Techniquestodescribeandexplain• Paragraphs
• Goodvocabulary• Punctuation• Spelling
InsectionA,Iwanttoknowifyoucan:
• Takeinformationfromatext.• Summarisethekeyinformation
acrosstwotexts.• Identifyandexplainlanguage
features• Compareandcontrastthepoints
ofviewgivenintwotexts.
Question Marks Time %of wholeGCSE
ExtractInformation 4 5mins 2.5%
Summary 8 8mins 5%
Language 12 12mins 7.5%
Comparison 16 20mins 10%
Writingto presentapointofview
24 forcontent16 forSPAG
45mins 25%
Inyourreadingpaperyourtimingisveryimportant.Spend15minutesreadingthetextandthen…
Again,lookhowbigaweightingthelasttwoquestionsarecomparedtothefirsttasks– itisvitalthatyouareleaving
enoughtimeforthese.
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LanguagePaper2– ExtractAThisoneisamodernaccount…TouchingtheVoid
ByJoeSimpson
JoeSimpsonandhisfellowclimberSimonYatessuccessfullyclimbedtothesummitoftheremoteSiulaGrandemountaininthePeruvianAndes.However,duringthedescentJoebrokehisleg.ConvincedJoewasdead,SimoncuttheropethatjoinedthemtogetherandJoefellintoacrevasse…
Iglancedattheropestretchedtautlyaboveme.Itranupthewallanddisappearedontotheslopeabove.Therewasnopossibilityofgettingbacktothatslopesometwentyfeetaboveme.Ilookedatthewallofthecrevasseclosebymyshoulder.Ontheothersideanotherwalloficetowereduptenfeetaway.Iwashanginginashaftofwaterice.ThedecisiontolookdowncameasIwasintheprocessofturning.Iswungroundquickly,catchingmysmashedkneeontheicewallandhowlinginafrenzyofpainandfright.Insteadofseeingtheropetwistinglooselyinavoidbeneathme,Istaredblanklyatthesnowbelowmyfeet,notfullybelievingwhatIwasseeing.Afloor!Therewasawidesnow-coveredfloorfifteenfeetbelowme.Therewasnoemptiness,andnoblackvoid.Isworesoftly,andhearditwhisperoffthewallsaroundme.ThenIletoutacryofdelightandreliefwhichboomedroundthecrevasse.Iyelledagainandagain,listeningtotheechoes,andlaughedbetweentheyells.Iwasatthebottomofthecrevasse.
WhenIrecoveredmywitsIlookedmorecarefullyatthecarpetofsnowabovewhichIwasdangling.MyjubilationwasquicklytemperedwhenIspotteddarkmenacingholesinthesurface.Itwasn’tafloorafterall.Thecrevasseopenedupintoapear-shapeddome,itssidescurvingawayfrommetoawidthoffiftyfeetbeforenarrowingagain.Thesnowfloorcutthroughtheflatendofthiscavern,whilethewallsabovemetaperedintoformthethinendofthepearbarelytenfeetacrossandnearly100feethigh.Smallfragmentsofcrustysnowpatterneddownfromtheroof.
Ilookedroundtheenclosedvaultofsnowandice,familiarisingmyselfwithitsshapeandsize.Thewallsoppositeclosedinbutdidn’tmeet.Anarrowgaphadbeenfilledwithsnowfromabovetoformaconewhichroseallthewaytotheroof.Itwasaboutfifteenfeetwideatthebaseandaslittleasfourorfivefeetacrossthetop.
Apillarofgoldlightbeameddiagonallyfromasmallholeintheroof,sprayingbrightreflectionsoffthefarwallofthecrevasse.Iwasmesmerisedbythisbeamandsunlightburningthroughthevaultedceilingfromtherealworldoutside.IthadmesofixatedthatIforgotabouttheuncertainfloorbelowandletmyselfslidedowntherestoftherope.Iwasgoingtoreachthatsunbeam.Iknewitthenwithabsolutecertainty.HowIwoulddoit,andwhenIwouldreachitwerenotconsidered.Ijustknew.
Insecondsmywholeoutlookhadchanged.Thewearyfrightenedhoursofnightwereforgotten,andtheabseilwhichhadfilledmewithsuchclaustrophobicdreadhadbeensweptaway.ThetwelvedespairinghoursIhadspentintheunnaturalhushofthisawesomeplaceseemedsuddenlytohavebeennothinglikethenightmareIhadimagined.Icoulddosomethingpositive.Icouldcrawlandclimb,andkeepondoingsountilIhadescapedfromthisgrave.Before,therehadbeennothingformetodoexceptlieonthebridgetryingnottofeelscaredandlonely,andthathelplessnesshadbeenmyworstenemy.NowIhadaplan.
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LanguagePaper2– ExtractBAndthisone’sabout100yearsold…ExtractfromCaptain
Scott’sDiaryIn1911-1912ScottledanexpeditiontotheSouthPole.AfterreachingthePole,theyfaceda700miletrekbacktotheirbasecamp.Theweatherconditionsdeterioratedterribly,andthemenweakenedforwantoffoodandwater.Theydiedintheirtentandthisdiarywasdiscoveredmonthslaterwiththeirbodies.
February2nd,1911ImpressionsTheseductivefoldsofthesleeping-bag.Thehissoftheprimusandthefragrantsteamofthecookerissuingfromthetentventilator.Thesmallgreententandthegreatwhiteroad.Thewhineofadogandtheneighofoursteeds.Thedrivingcloudofpowderedsnow.Thecrunchoffootstepswhichbreakthesurfacecrust.Thewindblownfurrows.Thebluearchbeneaththesmokycloud.Thecrispringoftheponies’hoofsandtheswishofthefollowingsledge.Thedroningconversationofthemarchasthedriverencouragesorchideshishorse.Thepatterofdogpads.Thegentleflutterofourcanvasshelter.Itsdeepboomingsoundunderthefullforceofablizzard.Thedriftsnowlikefinestflourpenetratingeveryholeandcorner– flickeringupbeneathone’sheadcovering,prickingsharplyasasandblast.Thesunwithblurredimagepeepingshylythroughthewreathingdriftgivingpaleshadowless light.Theeternalsilenceofthegreatwhitedesert.Cloudycolumnsofsnowdriftadvancingfromthesouth,paleyellowwraiths,heraldingthecomingstorm,blottingoutonebyonethesharp-cutlinesoftheland.Theblizzard,Nature’sprotest– thecrevasse,Nature’spitfall– thatgrimtrapfortheunwary– nohuntercouldconcealhissnaresoperfectly– thelightrippledsnowbridgegivesnohintorsignofthehiddendanger,itspositionunguessable tillmanorbeastisfloundering,clawingandstrugglingforfootholdonthebrink.Thevastsilencebrokenonlybythemellowsoundsofthemarchingcolumn.
Saturday,March25th,1911Wehavehadtwodaysofsurprisinglywarmweather,theskyovercast,snowfalling,windonlyinlightairs.Lastnighttheskywasclearing,withasoutherlywind,andthismorningtheseawasopenallaboutus.Itisdisappointingtofindtheicesoreluctanttohold;atthesametimeonesupposesthatthecoolingofthewaterisproceedingandthereforethateachdaymakesiteasierfortheicetoform–thesunseemstohavelostallpower,butIimagineitsraysstilltendtowarmthesurfacewateraboutthenoonhours.ItisonlyaweeknowtothedatewhichIthoughtwouldseeusallatCapeEvans.
Thewarmthoftheairhasproducedacomparativelyuncomfortablestateofaffairsinthehut.Theiceontheinnerroofismeltingfast,drippingonthefloorandstreamingdownthesides.Theincreasing
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LanguagePaper2– ExtractBcoldischeckingtheevilevenasIwrite.Comfortcouldonlybeensuredinthehuteitherbymakingacleansweepofalltheceilingiceorbykeepingtheinterioratacriticaltemperaturelittleabovefreezing-point.
Sunday,March17th,1912Losttrackofdates,butthinkthelastcorrect.Tragedyallalongtheline.Atlunch,thedaybeforeyesterday,poorTitusOatessaidhecouldn’tgoon;heproposedweshouldleavehiminhissleeping-bag.Thatwecouldnotdo,andinducedhimtocomeon,ontheafternoonmarch.Inspiteofitsawfulnatureforhimhestruggledonandwemadeafewmiles.Atnighthewasworseandweknewtheendhadcome.
ShouldthisbefoundIwantthesefactsrecorded.Oates’lastthoughtswereofhisMother,butimmediatelybeforehetookprideinthinkingthathisregimentwouldbepleasedwiththeboldwayinwhichhemethisdeath.Wecantestifytohisbravery.Hehasborneintensesufferingforweekswithoutcomplaint,andtotheverylastwasableandwillingtodiscussoutsidesubjects.Hedidnot–wouldnot– giveuphopetotheveryend.Hewasabravesoul.Thiswastheend.Hesleptthroughthenightbeforelast,hopingnottowake;buthewokeinthemorning– yesterday.Itwasblowingablizzard.Hesaid,‘Iamjustgoingoutsideandmaybesometime.’Hewentoutintotheblizzardandwehavenotseenhimsince.
Marks:4Time:5mins
Need:4shadedboxesSkill:ExtractingInformation
Question1GuideSameasbefore,niceeasyquestionto
startwith.
Justlikepaper1,thisisjustaquicksnappyonetogetyourfeetunderthetable.Donotspendlongonit!
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1) ReadagainthefirstparagraphofSourceA.
Choosefourstatementsbelowwhicharetrue.Shadetheboxesoftheonesthatyouthinkaretrue.
[4 marks]
A. Theropeabovehimwasloose. ð
B. Hecouldnotseetheendoftherope. ð
C. Hecouldhaveclimbedbackuptherope. ð
D. Hewasn’tbraveenoughtolookatthesnowwallbyhim. ð
E. Hewassuspendedinachuteofwaterice. ð
F. Hehithiselbowasheturnedandhescreamedinpain. ð
G. Therewasafloorofsnowbelowhim. ð
H. Hewasdelightedtoseesnowfifteenfeetbelowhim. ð
Question1– YourGo!
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YouneedtorefertoSourceAandSourceBforthisquestion.
Bothpeopledealwiththelossoftheirteammemberindifferentways.
Usedetailsfrombothsourcestowriteasummaryofthedifferentwaysthepeopledealwiththelossoftheirteammember.
(8marks)
Yourquestionwilllookabitlikethis….
Marks:8Time:8 mins
Need:2– 3PEEEEparagraphs
Skill:Summarising
Question2GuideThisisasmashandgrabquestion
thisone.Noextramarksbeingfancyanddetailedhere.Getin,getit
done,getout.
Thisisjust5%ofyourGCSE– it’seasytogetboggeddowninit.Don’t.
Edna’sTopTips• KnowthePEEstructureand
aimfor3-4bitsofsmallevidencefromeachsource.
• OneparagraphonsourceAfollowedbyoneonsourceB
Edna’sStrategyWhenyouread,ineachtextunderline2or3linesofevidencethatinformyouaboutthetopicinquestion.Ifyoufindmorethen2or3,pickthepointsthatyoudon’tthinkeveryoneelsewillsay.Beunique.
Point – Introducehowonemanreactstotheloss.
Then,short,snappyandregular…Evidence– Relevantevidencetomatch.Explain– Onesentenceexplanationofwhatyouinferfromthis.
Youneedtofollowthisstructureineachparagraph…
Scottstrugglestocometotermswiththelossofhisteammate, andgivestheimpressionthatthelossofTitusupsetthewholetravellingparty, fortherewas“tragedyallalongtheline.”Hefeelsanloyaltyandclosefriendshipwiththedeceased,forwhenheaskedtobeleftinhissleepingbag, Scottadmits“thatwecouldnotdo.”Scottcan’tquiteacceptthathisfriendhasgone,forhesays“wehavenotseenhimsince,”demonstratingadegreeofhopethathemayyetreturn.
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YouneedtorefertoSourceAandSourceBforthisquestion.
Bothpeopledealwiththelossoftheirteammemberindifferentways.
Usedetailsfrombothsourcestowriteasummaryofthedifferentwaysthepeopledealwiththelossoftheirteammember.
(8marks)
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Question2- Yourgo!
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Question2- Yourgo!
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Self-Assess
MarkSchemePerceptive,Detailed(7-8)Showsadetailedunderstandingofdifferencebetweenthesituations• Offersperceptiveinterpretationofbothtexts• Synthesisesevidencebetweentexts• SelectsarangeofjudiciousquotationsfrombothtextsClear,relevant(5-6)Showsaclearunderstandingofdifferencesbetweenthesituations• Beginstointerpretbothtexts• Demonstratesclearconnectionsbetweentexts• Selectsrelevantquotations/referencesfrombothtextstosupportresponseSome,attempts(3-4)Identifiessomedifferencesbetweenthesituations• Attemptssomeinferencefromone/bothtexts• Attemptstolinkevidencebetweentexts• Selectssomequotations/references;notalwayssupporting(fromone/bothtexts)
Iwouldgivemyself_____marks.ToimprovenexttimeIneedto:
Inthisquestion,Imustrememberto:
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YounowneedtoreferonlytoSourceA,paragraphs2,3and4.
Howdoesthewriteruselanguagetodescribethecrevasse?(12marks)
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Question3- Yourgo!Thisisanotherlanguagequestion(likeQ2onpaper1)andyouansweritinexactlythesameway.Theonlydifferenceis:thisoneisworth12marks.Reviewmytipsandstructuresinpaper1andgiveitago…
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Question3- Yourgo!
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Self-Assess
MarkScheme
Perceptive,Detailed(10-12)Showsperceptiveanddetailedunderstandingofstructure• Analysestheeffectsofthewriter’schoiceofstructuralfeatures.• Selectsarangeofjudiciousquotations• Usesarangeofsubjectterminologyappropriately.Clear,relevant(7-9)Showsclearunderstandingofstructure• Clearlyexplainstheeffectsofwriterschoicesofstructuralfeatures.• Selectsrelevantquotations• Usessubjectterminologyaccurately.Some,attempts(4-6)Showssomeunderstandingofstructure• Attemptstocommentontheeffectofstructuralfeatures• Selectssomerelevantquotations• Usessomesubjectterminology,notalwaysappropriately
Iwouldgivemyself_____marks.ToimprovenexttimeIneedto:
Inthisquestion,Imustrememberto:
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Bothtextsgiveaccountsofexperiencesinextremeconditions.Comparehowthetwoexplorerspresenttheiropinionsoftheextremeconditions.
Inyouranswer,youshould:• Comparetheirdifferentopinionsoftheconditions.• Comparethemethodstheyusetoconveytheirattitudes• Supportyourideaswithquotationsfrombothtexts.
[16marks]
Yourquestionwilllookabitlikethis….
Marks:16Time:20mins
Need:Anintroduction,4– 6PEEZLs
Skill:Comparison
Question4GuideItisveryeasytogetlostinthis
one– butifyouattackitmethodically,youwillbefine.
Thisis10%ofyourwholeGCSE– soitisreallyimportantthatyougiveitagoodchunkoftime
andyourfullapplication.
Edna’sTopTips• Youmust,mustknowthesamebankofwriter’smethodsforthisquestion.As
wellasthelanguagefeaturesandstructuralfeaturesalreadyexplored,learnthoseonthenextpageasastartingpoint.
• KnowthePEEZLstructureandaimfor4-6in20minutes.• Theexaminerlovesitwhenyoucanoffermultipleanddifferingpointsofview.
Whenyoumakeapoint,youneedtoconsidering:Whatelse?Canthisevidenceargueagainstthistoo?Arethereadditionalinterpretations?
• Itisparamountthatyouarecomparing:makereferencetofeaturesofsimilarityanddifferenceandlinkyourparagraphstogetherthroughout.
Edna’sStrategy• Whilstyoureadthroughtheextract,highlight3or4bitsofevidence
fromeachtextthatpresentstheiropinionoftheconditions.• Then,selectthe‘richquotes’– theonesthathaveclearwriters
methodsinthemthatyoucanpickoutandexplain.• Startwithanintroduction.Giveyouroverallview,consideringthe
textasawhole.Allyourpointsgoingforwardwilllinkbacktothisoverallviewandbecomeincreasinglyspecificasyoumovethrough.
Thisquestionisallaboutthewriterspurpose.Whatdotheywanttotellusabouttheconditions?
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Bothwritersregardtheextremeconditionsindifferentways:InsourceA,Simpsonseestheconditionsasachallengetoovercomeandasaviourinhisperil,whereasScottfluctuatesbetweenappreciationofthebeautyoftheenvironment,andarecognitionit’shostilityanddanger.
Scotthasaparticularappreciationforthescaleofthewhitelandscapeandtheopportunitiesthatthispresentshim,asdemonstratedthroughhisfocuson“thesmallgreententandthegreatwhiteroad.”Thefactheisabletoidentifythejuxtapositionbetweenhisminimalshelterandthehugewhiteexpanse,withoutsuggestionofconcern,highlightsthatheiscomfortablewiththeextremeconditionsatthistime.Havingthisfocusaspartofanincrementallistdemonstratesthemultiplethingsheadmiresabouttheplace,andhedoesnotneedtocloudthespecificreferencestothebeautywithanyfurtherimageryorcomplications. Themetaphorof“road”suggestionsopportunityandacontinuationofajourney–highlightingthattheconditionsaresomethingtobeembracedandnotshunned.
ThisissimilartoSimpsonforhealsoembracesthedifficultenvironmentbecause….
Pointandevidence – Makeapointabouttheiropinionwithevidence.Explanation– whatdoesthisquotetellusabouttheiropinion?Zoom onwriter’smethods– Howdothewriter’smethodscommunicatethisopinion?Link– Howisthissimilarordifferenttotheothertext?
Youneedtofollowthisstructureineachparagraph…
Belowisanexampleparagraph.Eachlinehasbeencolouredtomatcheachrequirementabove.
Question4Guide
EdwardtheAQAExaminersays:
Introductiongivesanoverviewofthe
opinionsandfocusesspecificallyonthe
writer andnotthetext.
Developedexplanationwithmorethenone
comment.
Focusonwriter’smethodsbeyondjustlanguagechoices.
Explorationofconnotationsofkeywordswithadditionalinferenceofattitude.
Identificationofsimilarity/difference
inlink
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Bothtextsgiveaccountsofexperiencesinextremeconditions.Comparehowthetwoexplorerspresenttheiropinionsoftheextremeconditions.
Inyouranswer,youshould:• Comparetheirdifferentopinionsoftheconditions.• Comparethemethodstheyusetoconveytheirattitudes• Supportyourideaswithquotationsfrombothtexts.
[16marks]
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Question4- Yourgo!
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Question4- Yourgo!
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Self-Assess
MarkScheme
Perceptive,Detailed(13-16)• Showsadetailedunderstandingofthedifferencesbetweentheideasand
perspectives• Comparesideasandperspectivesinaperceptiveway• AnalyseshowmethodsareusedtoconveyideasandperspectivesClear,relevant(9-12)• Showsaclearunderstandingofdifferencesbetweentheideasandperspectives• Comparesideasandperspectivesinaclearandrelevantway• ExplainsclearlyhowmethodsareusedtoconveyideasandperspectivesSome,attempts(5-8)• Identifiessomedifferencesbetweentheideasandperspectives• Attemptstocompareideasandperspectives• Somecommentonhowmethodsareusedtoconveyideasandperspectives
Iwouldgivemyself_____marks.ToimprovenexttimeIneedto:
Inthisquestion,Imustrememberto:
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Boxingisnothingshortofbarbaric.It’sbrutalbeyondanydefinitionofsport.Asportissomethingthatanyonecanbeapartof;it’ssafe,ithasrules,ithaswinnersandthelosersgetthechancetohaveanothergo.Toomanytimesboxingfallsfouloftheseprinciples.Onlylastmonth,ChrisEubankJuniorputamaninacomaintheboxingringandhewillneverfightagain– that’shiscareer,hislivelihoodandhislifegoalsmashedtosmithereenslikeaboxingglovetothejawline.Anyvictorygainedbytherelentlesssmashingofonesskullmustsurelyfeelhollow– whereisthegenuineintelligenceandskillinthis?Yetthishappensnightafternightinthelituptheatresofpainacrosstheglobe.It’slikeromangladiatorfightsneverstopped– wejustreplacedaggerswithhandsandpretendthatit’sallagame.
Forthebodyofyourexplanation,youneedtouseopinionsandwichparagraphs:
Belowisanexampleopinionsandwichparagraph.Theopeningandclosingopinionsareinred.CanyouspotalloftheSHOWOFF
techniques?
SHOWOFF• Specific
Information• How• Organised
Information• 5Ws• Opinions• Facts• Figures
Short,powerfulstatementofyourpointofview.
Emotivelanguagetodeclareyourpointofview,hopefullyusingametaphor,simile,hyperboleorimagery.
Usethetechniquestoexplaintofullydevelopyouropinion
Question5- GuideStructuringyouranswer
Itisvitalthatyougoawayandlearnthedifferentfeaturesofthedifferenttextsyoumaybeaskedtowrite,forexample:articles,lettersandspeeches.
However,asageneralrule,itisgoodtodothefollowing:1. Introduction– introduceyourtopicandyourpointofview.
2. OpinionSandwiches– seenextpage!3. Anecdote– apersonalstorythatsupportsyourpointofview.
4. Conclusion– Summariseyourpointofviewemotivelyandpowerfully!
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‘Thereisnopointgoingouttohostileanddangerousenvironmentslikemountainsandthesouthpole,asTVisnowsogoodatbringingusimagesoftheseplacesintoourlivingrooms.”
Writeanarticleforabroadsheetnewspaperinwhichyouexplainyourpointofviewonthisstatement.
(24marksforcontentandorganisation16marksfortechnicalaccuracy)[40marks]________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Question5- Yourgo!
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Question5- Yourgo!
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Band SPAG
Level47-8marks
q Widerangeofpunctuationisusedwithahighlevelofaccuracyq Usesafullrangeofappropriatesentenceformsforeffectq Highlevelofaccuracyinspelling,includingambitiousvocabularyq Extensiveandambitioususeofvocabulary
Level35-6marks
q Rangeofpunctuationisused,mostlywithsuccessq Usesavarietyofsentenceformsforeffectq Generallyaccuratespelling,includingcomplexandirregularwordsq Increasinglysophisticateduseofvocabulary
Level23-4marks
q Somecontrolofarangeofpunctuationq Attemptsavarietyofsentenceformsq Someaccuratespellingofmorecomplexwordsq Varieduseofvocabulary
Level11-2marks
q Someevidenceofconsciouspunctuationq Simplerangeofsentenceformsq Accuratebasicspellingq Simpleuseofvocabulary
SELFASSESSMENT
Nexttime,Ineedto….
ThefocusformySPAGneedstobe…
Band ContentandOrganisation
Convincing,Compelling10-12marks
q Registerisconvincinglymatchedto audienceq Convincinglymatchedtopurposeq Extensivevocabularywithevidence ofconsciouscraftingoflinguistic devicesq Variedandeffectivestructural featuresq Writingishighlyengaging,witha rangeofdevelopedcomplexideasq Consistentlycoherentparagraphs withintegrateddiscoursemarkers
Consistent,Clear7-9marks
q Registerisgenerallymatchedto audienceq Generallymatchedtopurposeq Vocabularyclearlychosenforeffect andappropriateuseoflinguistic devicesq Usuallyeffectiveuseofstructural featuresq Writingisengaging,witharangeof connectedideasq Usuallycoherentparagraphswith rangeofdiscoursemarkers
Some Success4-6marks
q Attemptstomatchregisterto audienceq Attemptstomatchpurposeq Beginstovaryvocabularywithsome useoflinguisticdevicesq Attemptstousestructuralfeaturesq Somelinkedandrelevantideasq Attempttowriteinparagraphswith somediscoursemarkers,notalways appropriate
Simple,Limited1-3marks
q Occasionalsenseofaudienceq Occasionalsenseofpurposeq Simplevocabularyq Limitedornoevidenceofstructural featuresq Oneortwounlinkedideasq Noparagraphs
Thefocusformycontentneedstobe….
Mark Level
Question5(bothpapers)