GCSE English Language

Paper 2:

Writers’ viewpoints and

perspectives

Revision & Exam Prep Booklet

Name:

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Class: _______________

Contents

This booklet will provide students with an opportunity to read and revise unseen non-

fiction for GCSE English Language Paper 2. Activities cover all assessment objectives and

looks to develop the necessary skills to answer all the questions on the paper successfully.

Text Page

Knowledge organiser 3

GCSE English Lang P2 Tips 5

1. Extracts on Monkeys and Slow Lorises 7

2. Extracts from letters advising how to deal with mental illness and depression

11

3. On the natural world: Extracts from The Living Mountain and The Grasmere Journals

15

4. Travel and Exploration extracts 22

5. Practise paper 32

EXAM RUBRIC

1. The exam is 1 hour 45 minutes long 2. It is split into two sections – the first section is reading and the

second section is writing 3. The reading section has four questions that gradually get

harder. 4. The writing section has a task linked to the sources where you

will be asked to write with a viewpoint. 5. Each section is worth 40 marks.

READING SECTION OVERVIEW

1. I will be given two extracts from non-fiction texts from the 19th and 20th or 21st Centuries.

2. The passages will be around 50-60 lines long and I need to read them extremely carefully.

3. Sometimes, a glossary of unusual words will be provided for me, but this won’t always be the case

4. Question 1 tests my ability to pick out information from a text 5. Question 2 tests my ability to select information from two texts

and infer the differences between them. 6. Question 3 tests my ability to analyse the writer’s language

choices, use of literary features and use of sentence types and structures.

7. Question 4 tests my ability to compare writers’ methods in two texts, looking t language and structural features and the effects they create.

QUESTION 1

How well can I pick out information?

WORTH 4 MARKS

1. Read the question carefully and look for what it asks you about only

2. Read the section that the question asks you to and take answers from there only

3. Tick the sentences that are true.

QUESTION 2

How well can I select information from two texts and infer

the differences between them?

WORTH 8 MARKS

1. Read the question carefully and look for what it asks you about only

2. Pick out several key details from each text that could help you to answer the question.

3. Write two quick lists of the details you have found, identify the common details in both texts, and make a note of the differences between them.

QUESTION 4 Continued

4. You are awarded marks not for how many things you pick out but how well you explain the differences between each text.

5. Aim to discuss approximately 3 differences between the texts.

Structure:

• Name the detail that you are looking at in each text (e.g. atmosphere, environment, emotions, etc.)

• Give a quote from text 1 and explain what it shows.

• Give a quote from text 2 and explain what it shows.

• Synthesise the differences between them.

QUESTION 3

How well can I analyse words, phrases, literary features

and sentence types?

WORTH 8 MARKS

1. Read the question carefully and look for what it asks you about only

2. Read the section that the question asks you to and take answers from there only

3. Pick out several key features of the writing that you think are interesting.

4. You are awarded marks not for how many things you pick out but how well you comment, explain and analyse their effect.

5. You should ensure quotations are part of a sentence (embedded).

What to look out for:

Language that creates an atmosphere Language that gives us an impression of a character, situation or

place Language that changes the mood or tone in the writing Language patterns or motifs (see below) Anything interesting that stands out

Key Word and Phrase Types:

1. Nouns – words for a person place or thing 2. Adjectives – words that describe a noun 3. Adverbs – words that explain how something happens 4. Descriptive Verbs – a doing or being word that can be made

more specific e.g. sprint rather than simply run 5. Onomatopoeia – words that sound and are spelt like the word

they represent e.g. bang, zoom

6. Colloquialisms / Slang – words that are not standard English but particular to groups or communities e.g. ‘bruv’, ‘yo’, ‘hey’

Key Literary Features:

1. Simile – comparing something using like or as 2. Metaphor – saying something is something else 3. Personification – giving an object human qualities 4. Pathetic Fallacy – when the weather or atmosphere mirrors

the emotions of a character or situation 5. Antithesis – Opposites – cold / hot, fast / slow 6. Repetition – when a writer purposefully repeats a word or

phrase. 7. Motif – When a writer uses the same idea or comparison

throughout a text. E.g. a writer describing a classroom might compare everything in it to a jungle.

Key Sentence Forms

1. Minor Sentences – a very short one or two word sentence. He stopped. Bang. These are often used in succession to build tension.

2. Simple Sentence – sentences that contain just one idea and are therefore short. Again, like minor sentences, these can be used to create tension or suspense.

3. Compound sentences – two simple sentences put together with a connective, semi-colon or dash.

4. Complex Sentences – a sentence that has one or more main clauses but, crucially, also has a subordinate clause

Useful phrases:

‘The writer’s choice here…’

‘The use of this implies…’

‘This might make a reader think / feel…’

‘Notice how…’

‘This gives the extract a feeling of…’

QUESTION 4

How well can I compare how writers use different methods

to convey attitudes?

WORTH 20 MARKS

1. Read the question carefully and look for what it asks you about only.

2. You will need to look at ideas expressed by writers across the whole of both texts.

COMMAND WORDS IN THE EXAM

3. You will be asked to compare attitudes – this means you need to identify how each writer feels about the topic they are discussing, and whether these feelings stay the same or change over the course of each text.

4. You will need to consider the influence of each writer’s time period on their attitudes.

Key Methods you could discuss:

1. Imagery (similes, metaphors, hyperbole, etc.) 2. Rhetorical devices – anecdotes, facts, opinions, rhetorical

questions, emotive language, statistics, triplets) 3. Symbolism – a repeated image to represent a theme 4. Narrative perspective – personal address vs. third person 5. Sentence types – are they used for effect? 6. Tone – does the writer sound formal or informal, calm or

impassioned, humorous or serious? 7. Text type – is the form designed to appeal to the public or is it

a private text – how does this affect the reader response?

Structure:

• Identify one difference between ideas or perspectives

• Give a quote from each text to support your point

• Analyse the writer’s methods used in each quote

• Compare how each quote affects and influences the reader differently through the use of these methods

• Briefly summarise your overall opinion at the end

Make sure you:

Start each paragraph using a topic sentence Use the short focused quotations from the texts Explain your ideas in lots of detail Zoom in on key words and phrases from your quotes Clearly identify the writer’s method used. Compare the different effects on the reader

WRITING SECTION

WORTH 40 MARKS

1. The writing section is worth half of the marks on the paper 2. You are awarded 24 marks for content and organisation and 16

marks for technical accuracy. This latter mark means 20% of the paper is about how well you write.

3. You are given a task that is linked thematically to the text you read in some way.

4. You will always be given a statement that you can agree or disagree with in your response

5. You need to employ the devices and methods listed in the organiser for questions 3 and 4 to add interest and ambition to your writing.

Possible text types:

• Letter – address, date, Dear sir/madam, Yours sincerely

• Article – headline, subheadings, introductory paragraph, clear sequenced paragraphs

• Text for a Leaflet – title, organisational devices (e.g. subheadings), bullet points, clear sequenced paragraphs

• Speech – address to an audience, clear sequenced paragraphs, direct address, clear sign off

• Essay – effective introduction and conclusion, clear sequenced paragraphs

Purposes for writing:

• Explain – explain what you think about…

• Argue – argue the case for/against the statement that…

• Persuade – persuade the writer of the statement that…

• Instruct/Advise – Advise the reader of the best way to…

Content (24 marks):

Start your writing off in an interesting and attention grabbing way

End interestingly too, ensuring you leave your reader with something to think about or wanting to read on / more

You use paragraphs Use a range of ambitious structure and sentence forms Use punctuation for effect Consider your reader – how can you ensure they will agree with

your viewpoint? How can you make your writing stand out and be different from

everyone else? Write in detail Describe and explain your ideas and viewpoint in depth

Technical Accuracy (16 marks):

You need to be confident in the following areas of technical accuracy:

Your use of standard English and correct grammar A range of punctuation including full stops, question marks,

exclamation marks, apostrophes, commas, colons, semi-colons, dashes and brackets.

Accurate spelling A wide range of sophisticated vocabulary

Advise – Offer suggestions about the best course of action Analyse - Separate information into components and identify

their characteristics. Argue - Present a reasoned case. Assess – Make an informed judgement. Comment - Present an informed opinion. Criticise - Assess worth against explicit expectations. Debate - Present different perspectives on an issue. Describe - Give an account of. Discuss - Present key points. Evaluate - State how you react when reading the text as in

'Evaluate the effects the descriptions have on you'. Examine - Investigate closely. Explain - Give reasons. How does the writer's use of language achieve an

effect? Describe how writers use language to achieve effects/impact (words/phrases/ language features/ language techniques/ sentence forms).

Illustrate - Present clarifying examples. Infer – draw conclusions from evidence that are not obviously

stated in the text Persuade – cause your reader to agree with you Summarise - Present principal points without detail. Support - Use quotations/ textual references to evidence your

response. What do you understand- Retrieve and interpret

information from a text/s. Writer’s methods – the techniques a writer uses to influence

the reader (these could be language or structural)

NOTES:

AQA English Language Paper 2 tips

• Paper 2 focuses on reading and writing non-fiction. You will be given two extracts from

either 19th, 20th or 21st century (called a source in the exam).

• It’s important to get your timing right in this exam and use the marks as guidance.

• Don’t jump straight in to answering the questions; take some time to read through the sources properly.

• Highlight interesting words or phrases.

• Try to establish exactly what the authors are trying to ‘show you’ by the end of the extract.

• Ask yourself: What is the tone of the sources? What are the similarities/differences between the sources?

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Question 1

Choose four statements below which are TRUE …

This is a question where all you need to do is identify explicit information and ideas from the first

source text.

Revision strategy: Pick a short extract from a non-fiction text. Read it and write down four clear

facts you have learned from it.

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Question 2

Use details from both sources to write a summary of the differences …

You will look at both sources to consider the similarities/differences between them. The sources

will usually have the same theme/idea, but will perhaps have different tones or be subtly opposite

in their point of view.

Here’s one possible structure for how you could answer this question:

S – make a statement

Q – give a quote to support

I – make inferences based on the quote

L – link to the second text and repeat

Revision strategy: Practise reading two non-fiction texts on the same theme, e.g. war, sport, life

events, etc. Draw up a comparison table to identify the similarities/differences between them.

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Question 3

How does the writer use language to …

You will look at the second source text and consider how the writer’s choice of language techniques

has created a specific impact on readers. This is the same skill and approach as Language Paper 1

Q2.

As a reader, think about the overall tone that is created in this section.

Below are some potential words to describe the overall tone:

optimistic honest aggressive naïve sympathetic

tense admiring sarcastic anxious violent

passionate exciting uneasy intense powerful

General tips for question 3:

• Choose quotations that offer layers of interpretation – do not focus on words/phrases that only

offer an obvious meaning.

• ‘Think outside the box’ and be perceptive: offer your own unique interpretation.

• Always avoid empty statements like ‘It creates a picture in the reader’s mind.’

• Do not feature spot – you will not earn any marks for simply identifying language techniques

used, e.g. ‘The writer uses lots of strong adjectives and similes.’ Subject terminology

should only be used to enhance your thorough analysis.

• Remember to consider the impact on the reader – you! How do specific words/phrases make

you feel?

Some useful analytical vocabulary and phrases:

shows exaggerates mirrors has connotations

of

reveals

demonstrates forces the reader

to

reinforces is often

associated with

portrays

highlights allows the reader

to

amplifies explores evokes

makes the reader denotes the use of creates suggests

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Question 4

Compare how the writers present their experiences of …

For this question, you will look at both source texts. Like question 2, you will be focusing on

comparison. This time, you will compare the language techniques used and their effect. You will be given three bullet points to help you break down your response.

Revision strategy: Practise reading two non-fiction texts based on the same theme, e.g. war,

sport, life events, etc. Draw up a comparison table to identify the similarities/differences between

them, including shifts in tone or perspective, and referring to any specific uses of language

techniques such as metaphors, similes, hyperbole, specific use of vocabulary (adjectives, adverbs,

nouns, verbs, etc.) and its effect, rhetorical questions, sentence structures, dialogue, description,

etc.

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Monkeys and Slow Lorises Source A – Monkeys Read through the text below twice: the first time to understand the content; the second time to

understand what the writer is saying. This text comes from the 19th century.

1. Write down your first impressions of what the article is about.

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2. Read through the extract again. What do you think the writer is saying about monkeys.

Write this in one sentence.

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3. Highlight any phrases that suggest the author does not share the general opinion of

monkeys.

4. Underline the examples he gives to emphasise his view.

5. In a different colour, highlight all the phrases that suggest why he thinks people believe

monkeys are happy.

6. In another colour, highlight how he rejects these reasons. 7. Find references and quotations that support the following statements:

a) The writer opens with a rhetorical question.

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b) He answers the rhetorical question in the text.

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Example from The Strand Magazine of 1894: ‘Zig-zags at the Zoo’ by Arthur Morrison and J.A.

Shepherd.

Whence* has arisen the notion that monkeys are happy creatures? Probably from the

inadequate fact that they pull one another’s tails and run away. But a being may be

mischievous without being happy. Many mischievous boys are never happy: possibly because

the laws of Nature won’t permit of half the mischief they are anxious to

accomplish...Everything that runs up a fence or swings on a rope is not necessarily jolly, much

as the action would appear to justify the belief. Many a human creature has stormed a fence

with a lively desire to attain the dogless side, but no noticeable amount of jollity; and a man

escaping from fire by a rope wastes no time in unseasonable hilarity, dangle he never so

quaintly.

*Whence = from where

c) He gives possible reasons for people’s belief that monkeys are happy.

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d) He rejects the reasons why people believe that monkeys are happy.

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e) He relates the monkeys’ behaviour to humans.

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f) He uses this information to show their beliefs are wrong.

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8. Look at the text again. Then answer the following questions:

i. What is the purpose of the opening question?

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ii. How does the use of ‘but’ introduce a different idea?

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iii. How is this followed up with ‘evidence’ in the form of an example?

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iv. How is the writer trying to influence the readers?

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Source B – Slow Lorises

1. Write down your first impressions of what the article is about.

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2. Read through the extract again. What do you think the writer is saying about lorises. Write

this in one sentence.

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Slow Lorises don’t have it easy. Everyone thinks they are slow because of their name, and

because of the lack of evidence everyone thinks they eat fruit and rice. For this reason many

lorises in captive settings receive inadequate diets and with inadequate furniture. They are

also absolutely adorable and they are a hot commodity in the illegal pet trade which is

pushing their dwindling wild populations to extinction ... This week is the Slow Loris Outreach

Week (SLOW, get it?) and it is our goal to spread the plight of the slow loris. Surprising slow

loris facts:

1. Slow lorises are not slow! They are very agile and strong but they cannot jump so they

must be within reaching distance of other branches. If they have somewhere they need to

be … one blink and they are gone!

2. They are extremely popular in the pet trade because they are cute but they make AWFUL

pets! They naturally have a very pungent smell, they are nocturnal and want to sleep while

you are awake and they are venomous and can actually kill you. This is why their teeth are

usually ripped out before being sold in the markets.

3. There are 8 species of slow lorises but we are expecting there to be many more after

looking at molecular markers.*

4. They aren’t as solitary as once believed! A male and female will actually have overlapping

territories and can be seen sleeping together occasionally. The male will also play with its

offspring.

5. They are very hard to breed in captivity and only a handful of institutions can manage it

(including Paignton Zoo!). Any seller saying they were bred in captivity is not telling a

likely story.

6. They like to sleep in bamboo patches or on branches of huge trees and prefer places that

are less noisy. Guess I am more like a loris than I thought.

* molecular markers – a way of identifying a particular DNA sequence

3. In the first paragraph highlight two common errors the author points out about people’s

view of the slow loris.

4. In a different colour, highlight the reason given for their shrinking numbers in the wild.

5. Underline three reasons the blogger gives why slow lorises make terrible pets.

6. Write down why you should not believe someone trying to sell you a slow loris who says it

was bred in captivity.

7. What do the following phrases suggest about the way the blogger seeks to influence the

reader?

a) ‘pushing their dwindling wild populations to extinction.’

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b) ‘their teeth are usually ripped out before being sold in the markets.’

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c) ‘The male will also play with its offspring.’

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d) ‘only a handful of institutions can manage it (including Paignton Zoo!)’

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e) ‘Guess I am more like a loris than I thought.’

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8. Both of these texts are about animals in zoos. Use details from both sources to write a summary of what you understand about animals in zoos.

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Extracts from letters advising on mental illness and depression Source A In February of 1820, on learning that his good friend, Lady Georgiana Morpeth, was suffering from

a bout of depression, noted essayist and clergyman Sydney Smith sent her the following precious

letter, in which he listed twenty pieces of advice to help her overcome ‘low spirits’.

1. Write down your first impressions of what the letter is about.

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2. What is the tone of the letter? Explain.

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3. What is the attitude towards mental illness and depression in the text? Explain.

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Foston, Feb. 16th, 1820

Dear Lady Georgiana,

Nobody has suffered more from low spirits than I have done—so I feel for you.

1st. Live as well as you dare. 2nd. Go into the shower-bath with a small quantity of water at a temperature low enough to give you a slight sensation of cold, 75° or 80°. 3rd. Amusing books. 4th. Short views of human life—not further than dinner or tea. 5th. Be as busy as you can. 6th. See as much as you can of those friends who respect and like you. 7th. And of those acquaintances who amuse you. 8th. Make no secret of low spirits to your friends, but talk of them freely—they are always worse for dignified concealment. 9th. Attend to the effects tea and coffee produce upon you. 10th. Compare your lot with that of other people. 11th. Don't expect too much from human life—a sorry business at the best. 12th. Avoid poetry, dramatic representations (except comedy), music, serious novels, melancholy sentimental people, and everything likely to excite feeling or emotion not ending in active benevolence. 13th. Do good, and endeavour to please everybody of every degree. 14th. Be as much as you can in the open air without fatigue. 15th. Make the room where you commonly sit, gay and pleasant. 16th. Struggle by little and little against idleness. 17th. Don't be too severe upon yourself, or underrate yourself, but do yourself justice. 18th. Keep good blazing fires. 19th. Be firm and constant in the exercise of rational religion. 20th. Believe me, dear Georgiana, your devoted servant, Sydney Smith.

Source B In early 2006, during a bout of depression, Crystal Nunn wrote a desperate letter to Stephen

Fry. Read his reply:

1. Write down your first impressions of what the letter is about.

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April 10, 2006

Dear Crystal I’m so sorry to hear that life is getting you down at the moment. Goodness knows, it can be so tough when nothing seems to fit and little seems to be fulfilling. I’m not sure there is any specific advice I can give that will bring life back its savour. Although they mean well, it is sometimes quite galling to be reminded how much people love you when you don’t love yourself that much. I’ve found it is of some help to think of one’s moods and feelings about the world as being similar to weather. Here are some obvious things about the weather: It’s real. You can’t change it by wishing it away. If it’s dark and rainy it really is dark rainy and you can’t alter it. It might be dark and rainy for two weeks in a row. BUT It will be sunny one day. It isn’t under one’s control as to when the sun comes out, but come out it will. One day. It really is the same with one’s moods, I think. The wrong approach is to believe that they are illusions. They are real. Depression, anxiety, listlessness – these are as real as the weather – AND EQUALLY NOT UNDER ONE’S CONTROL. Not one’s fault. BUT They will pass: they really will. In the same way one has to accept the weather, so one has to accept how one feels about life sometimes. ‘Today is a crap day,’ is a perfectly realistic approach. It is all about finding a kind of mental umbrella. ‘Hey-ho, it’s raining inside: it isn’t my fault and there is nothing I can do about it, but sit it out. But the sun may well come out tomorrow, and when it does, I shall take full advantage.’ I don’t know if any of that is of any use: it may not seem it, and if so, I’m sorry. I just thought I’d drop you a line to wish you well in your search to find a little more pleasure and purpose in life. Very best wishes, Stephen Fry

2. What is the tone of the letter? Explain.

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3. What is the attitude towards mental illness and depression in the text? Explain.

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4. How is this letter similar or different to the one in Source A?

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5. Both of these texts give advice on how to deal with mental illness and depression. Use

details from both sources to write a summary of the different attitudes to mental illness and depression.

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Writing task

Both writers use listing for effect. Stephen Fry also uses interesting and deliberate sentence structures and punctuation to create reassurance and a comforting tone.

Using similar language and structural features, imagine that a friend or family member of yours is

having a hard time and experiencing some feelings of anxiety and depression.

Write a letter to your friend, giving them some advice about how to feel better.

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The Natural World Source A

This extract is taken from The Living Mountain (1977) by Nan Shepherd. This is from the opening of Chapter 8, in which Shepherd records her journeys into the Cairngorm mountains of Scotland.

1. Write down your first impressions of what the extract is about.

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2. What is the tone of the extract? Explain.

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3. What is the writer’s attitude towards the natural world and the birds in it?

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4. What is the writer’s purpose? Explain.

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The first time I found summer on the plateau – for although my earliest expeditions were all made in June or July, I experienced cloud, mist, howling wind, hailstones, rain and even a blizzard – the first time the sun blazed and the air was balmy, we were standing on the edge of an outward facing precipice, when I was startled by a whizzing sound behind me. Something dark swished past the side of my head at a speed that made me giddy. Hardly had I got back my balance when it came again, whistling through the windless air, which eddied round me with the motion. This time my eyes were ready, and I realised that a swift was sweeping in mighty curves over the edge of the plateau, plunging down the face of the rock and rising again like a jet of water. No one had told me I should find swifts on the mountain. Eagles and ptarmigan, yes: but that first sight of the mad, joyous abandon of the swift over and over the very edge of the precipice shocked me with a thrill of elation. All that volley of speed, those convolutions of delight, to catch a few flies! The discrepancy between purpose and performance made me laugh aloud – a laugh that gave the same feeling of release as though I had been dancing for a long time.

Source B

This extract is taken from The Grasmere Journals by Dorothy Wordsworth, her diary of life in the Lake District with her brother, the poet William Wordsworth.

1. Write down your first impressions of what the extract is about.

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2. What is the tone of the extract? Explain.

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3. What is the writer’s attitude towards the natural world and the birds in it?

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4. What is the writer’s purpose? Explain.

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Wednesday 16th June, 1802

I spoke of the little Birds keeping us company - & William told me that that very morning a Bird had perched upon his leg – he had been lying very still & had watched this little creature, it had come under the Bench where he was sitting & then flew up to his leg, he thoughtlessly stirred himself to look further at it & it flew onto the apple tree above him. It was a little young creature, that had just left its nest, equally unacquainted with man & unaccustomed to struggle against Storms & winds. While it was upon the apple tree the wind blew about the stiff boughs & the Bird seemed bemazed & not strong enough to strive with it. The swallows come to the sitting-room window as if wishing to build but I am afraid they will not have courage for it, but I believe they will build at my room window. They twitter & make a bustle & a little chearful song hanging against the panes of glass, with their soft white bellies close to the glass, & their forked fish-like tails. They swim round & round & again they come. – It was a sweet evening we first walked to the top of the hill to look at Rydale & then to Butterlip How – I do not see the brownness that was in the coppices. The lower hawthorn blossoms passed away, those on the hills are a faint white.

Comparative Task Using details from both sources, write a summary of the different descriptions of the natural world, and the birds within it. (8 marks)

Remember you are being asked to summarise the differences in content, both explicit and in the inferences you can draw. You will be asked to analyse language and techniques in the longer question (question 4), so don’t do that here.

Let’s gather our ideas first before writing. An example has been done for you. Now complete the grid by finding further differences of the natural world and the birds within it between the two texts.

You should give quotations for each point you are making.

Source A

The Living Mountain by Nan Shepherd

Source B

The Grasmere Journals by Dorothy Wordsworth

Remote and wild setting e.g. ‘on the edge of … a precipice’ on the Cairngorm mountains.

More domestic setting in a garden with an ‘apple tree’ and in the local countryside, ‘Butterlip How’.

Now that you’ve gathered all your ideas, write this up in a full response to the question on the next page.

Using details from both sources, write a summary of the different descriptions of the natural world, and the birds within it.

8 marks

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Comparing the writers’ attitudes and ideas

1. Re-read Source A and then complete the following tasks:

• Highlight any phrases that suggest the author has respect for the mountain and wildlife

• Underline examples that show the author is impressed with the power of nature

• In a different colour, highlight all the examples of imagery and annotate what this suggests

about the author’s attitude to nature

• In another colour, highlight any other language devices that help to show the writer’s

attitude to wildlife and nature

2. Find references and quotations that support the following statements:

a) The writer admires the swift’s bold and carefree actions

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b) The writer identifies with the swift’s sense of exhilaration and freedom in the wild

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c) What is the narrative perspective of the text? What effect does this have?

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3. Re-read Source B and then complete the following tasks:

• Highlight any phrases that suggest the author has affection for nature

• In a different colour, highlight all the examples of imagery and annotate what this suggests

about the author’s attitude to nature

• In another colour, highlight any other language devices that help to show the writer’s

attitude to wildlife and nature

4. Find references and quotations that support the following statements:

a) The writer notes how the changing landscape and colours mark the change of seasons

_______________________________________________________________

b) The writer feels sorry for the swallows, which appear too timid to build a nest near people

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c) The writer feels the birds are vulnerable

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d) What is the narrative perspective of the text? What effect does this have?

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Question 4

The final reading question is worth 16 marks, more than any of the other reading questions. You should answer the question in detail and support with relevant quotations from both texts.

The question tests AO3: how well you compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

Compare how the two writers convey their different attitudes to the natural world and the birds within it; support with quotations from both texts. (16 marks)

Remember to

• compare their different attitudes

• compare the methods they use to convey their different attitudes

• support your ideas with quotations from both texts.

Let’s gather our ideas first before writing. An example has been done for you. Now complete the grid by finding further differences in the attitudes to the natural world both writers might have.

Source A

The Living Mountain by Nan Shepherd

Source B

The Grasmere Journals by Dorothy Wordsworth

Respect for the mountain, wildlife and potential dangers, ‘outward facing precipice’, ‘speed that made me giddy’.

Affection for the garden and birds, with repetition in ‘this little creature’ and ‘a little young creature’.

Compare how the two writers convey their different attitudes to the natural world and the birds within it; support with quotations from both texts.

Remember to

• compare their different attitudes

• compare the methods they use to convey their different attitudes

• support your ideas with quotations from both texts.

16 marks

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Travel and Exploration Source A - Extract from an article on the Ultimate French Drives

Best for scenery

The route: The verdant1 Dordogne Valley, from Bergerac to Martel

The reward: Sleepy film-set villages and glittering river views

It is hard to keep your eyes on the road when your passenger is squealing in delight: ‘Wow! Look at

that!’ says my sister as we pass through the fairy-tale village of Beynac-et-Cazenac, where yet

another medieval chateau sits perched on a cliff.

This is the problem driving through France’s Dordogne region. When every corner reveals scenes

that could hang in the Louvre, progress can be glacial. The best advice? Make like the Dordogne

River and take it slow. We’d begun our three-day road trip the day before, making a beeline out of

Bergerac’s airport to follow the river 40 minutes east, across the lush floodplains to the honeyed

stone village of Tremolat. Our base for the night was the Vieux Logis – a former priory with vine-

clad walls and creaking floorboards, where the American writer Henry Miller stayed for a month.

Indeed, it was a struggle to tear ourselves away the next morning, after breakfast on the terrace

overlooking the topiary-filled gardens.

We continued further east. First, to Limeuil, where we park near weeping willows on the riverbank

to stroll up to its panoramic gardens. Then, through cornfields and walnut groves, where my sister

pawed the passenger window like an over-eager puppy. We climbed a cobbled path to the top of the

village, past shuttered cottages, spotting lizards as they darted for shade under flowerpots. Arriving

at the top, hearts thumping, we gasped in unison at the view: the silvery ribbon of the Dordogne

River snaking off to the west across the green quilt of fields.

It was tempting to assume we’d hit the Dordogne’s highest notes already, but there was even better

to come. Just 10 minutes further upriver, we entered La Roque-Gageac, where the row of golden, terracotta-roofed houses and shops hug the towering cliff-face that overlooks the river. Tucked in

among them, with its vine-shaded veranda, is the restaurant La Belle Etoile where we lunched on

succulent roast lamb.

For the rest of the afternoon, the river guided us through breezy meadows and peaceful hamlets.

After Souillac, with its Romano-Byzantine abbey church, it was on to Lacave, where we bedded

down like Disney princesses in the turreted Chateau de la Treyne, which teeters on a sheer cliff

above the glassy river.

The next day, we left the river behind, striking out south past stone-walled fields of grazing Quercy

sheep, until we came to a gorge cut by the Alzou River. Nestled in the rocky slot is Rocamadour, a

medieval village that appears to cling to the cliffs like a cluster of swifts’ nests. It was a hair-raising

drive to get to the best view of it: plunging down hills, hairpin switchbacks and a nerve-rackingly

narrow tunnel. The surreal sight of the village’s towers crammed up against the cliffs was worth the

white knuckles, though.

And so we made it to our end point, Martel, with its seven stone towers. It’s beautiful, of course,

but it’s the journey – via the tranquillity of the 11th century Church of Saint-Pierre and its cloisters

in Carennac, and the delicious auberge-style dishes drizzled with house-milled walnut oil at Moulin

a Huile Castagne that will stick in our memories.

1 verdant – leafy, green

This text comes from an article in The Sunday Times Travel Magazine on the best road trips to take

through France. (Written by Carolyn Boyd, August 2019)

Comprehension questions

1. Summarise what the text is about in one sentence. _______________________________________________________________

2. Whose perspective is the text written from? _______________________________________________________________ 3. Where is the text set?

_______________________________________________________________

4. How is the setting of each place described? Answer this for every paragraph.

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5. When the sisters pass through the village of Beynac (par 1), how do they react? Why? _______________________________________________________________ _______________________________________________________________ 6. What can we expect from the sites on this road trip through the description ‘Sleepy film-

set villages and glittering river views’ What impression does it give of rural France?

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7. What is the tone of the text? How do you know?

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Source B - The Look of Paris by Edith Wharton

Glossary steeple – tower thrifty sod – healthy earth furrow – trench ceaseless – constant vigilant – careful murmur - whisper saturated – soaked imperceptible – unnoticeable obscurity – darkness cataracts – waterfalls regalia – symbols masonry – stonework galleons – Spanish cargo ship obelisk – tower monument

This text was written by a famous novelist, travelling through France just as World War One

was about to start.

On the 3oth July, 1914, motoring north from Poitiers, we had lunched somewhere by the

roadside under apple-trees on the edge of a field. Other fields stretched away on our right and

left to a border of woodland and a village steeple. All around was noonday quiet, and the sober

disciplined landscape which the traveller’s memory is apt to evoke as distinctively French.

Sometimes, even to accustomed eyes, these ruled-off fields and compact grey villages seem

merely flat and tame; at other moments the sensitive imagination sees in every thrifty sod and

even furrow the ceaseless vigilant attachment of generations faithful to the soil. The particular bit of landscape before us spoke in all its lines of that attachment. The air seemed full of the long

murmur of human effort, the rhythm of oft-repeated tasks, the serenity of the scene smiled away

the war rumours which had hung on us since morning.

All day the sky had been banked with thunderclouds, but by the time we reached Chartres,

toward four o’clock, they had rolled away under the horizon, and the town was so saturated with

sunlight that to pass into the cathedral was like entering the dense obscurity of a church in

Spain. At first all detail was imperceptible; we were in a hollow night. Then as the shadows

gradually thinned and gathered themselves up into pier and vault and ribbing, there burst out of

them great sheets and showers of colour. Framed by such depths of darkness, and steeped in a

blaze of mid-summer sun, the familiar windows seemed singularly remote and yet

overpoweringly vivid. Now they widened into dark-shored pools splashed with sunset, now

glittered and menaced like the shields of fighting angels. Some were cataracts of sapphires,

others roses dropped from a saint’s tunic, others great carven platters strewn with heavenly

regalia, others the sails of galleons bound for the Purple Islands; and in the western wall the

scattered fires of the rose-window hung like a constellation in an African night. When one

dropped one’s eyes from these ethereal harmonies, the dark masses of masonry below them, all

veiled and muffled in a mist pricked by a few altar lights, seemed to symbolize the life on earth,

with the shadows, its heavy distances and its little islands of illusion. All that a great cathedral

can be, all the meanings it can express, all the tranquilising power it can breathe upon the soul,

all the richness of detail it can fuse into a large utterance of strength and beauty, the cathedral of

Chartres gave us in that perfect hour.

It was sunset when we reached the gates of Paris. Under the heights of St. Cloud and Suresnes

the reaches of the Seine trembled with the blue-pink lustre of an early Monet. The Bois lay about

us in the stillness of a holiday evening, and the lawns of Bagatelle were as fresh as June. Below

the Arc de Triomphe, the Champs Elysees sloped downward in a sun-powdered haze to the mist

of fountains and the ethereal obelisk; and the currents of summer life ebbed and flowed with a

normal beat under the tress of the radiating avenues. The great city, so made for peace and art

and all humanist graces, seemed to lie by her riverside like a princess guarded by the watchful

giant of the Eiffel Tower.

Comprehension questions:

1. Summarise what the text is about in one sentence. _______________________________________________________________

2. Whose perspective is the text written from? _______________________________________________________________ 3. Where and when is the text set?

_______________________________________________________________ 4. What do we learn about the places the writer visits?

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5. How does the writer feel/ what is her perspective about these places? _______________________________________________________________

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6. What is the tone/ writer’s feelings about the journey throughout the text?

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7. How is this extract similar or different to the ‘Ultimate French Drives’ we read the previous

lesson?

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Both writers are travelling through France. Their experiences are similar and different in many ways. Complete the grid selecting and

retrieving details to demonstrate three main similarities and/ or differences about the two journeys from each text.

You should think about:

- what the writers see and do

- how they feel about what they see and do

- any other relevant ideas

Source A – The Ultimate

French Drives

Source B – The Look of Paris What similarities/ differences

exist?

Both writers are

travelling through

France.

Setting - Plenty of typical French castles along the way ‘Yet another medieval chateaux…’ Quintessential French landscape; visit multiple places – very excited about everything they see.

Setting - Typical French scenery ‘village steeple’, ‘compact grey village’ Monumental cathedral More demure and reserved in reaction 3 specific destinations, roadside – Chartres cathedral - Paris

Similarity – typical French scenery Difference – reaction to setting where Source A is excited and in awe of the beauty whereas Source B is more reserved and respectful of the surrounding areas.

Question 2 You need to refer to Source A and Source B for this question. The writers of both sources are travelling through France and there are many similarities between the journeys. Use details from both sources to write a summary of the similarities in the journeys.

[8 marks]

Look at the exemplar paragraph. Annotate for: S – make a statement

Q – give a quote to support

I – make inferences based on the quote

L – link to the second text and repeat

Write your own paragraph in response to question 2 here using information from your grid: ____________________________________________________________________

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Both writers come across typical French scenery on their trips. Source A shows how the writer and her sister explores medieval village after medieval village as they come across ‘yet another medieval chateau perched on a cliff’ suggesting that the region they are driving through is filled with lots of history and is possibly quite an old region. The medieval chateaus remind them of fairy-tales and Disney castles and leaves them ‘squealing with delight’ showing how excited they are to be experiencing this trip through the quintessential French countryside. Their over excitedness shows they are in awe of their surroundings. This is similar in Source B as the writer mentions typical French countryside like the ‘village steeple’, ‘compact grey villages’ and Chartres cathedral amongst others. However, the writer of Source B is a lot more reserved and respectful in showing how much she is in awe of the beauty around her potentially indicating that the journey is a more reflective one than Source A.

Exploring the writer’s choice of language

Let’s look at an example. ‘Your love is poison. It drips into my tea from your arsenic hands; it’s a lethal gift. It’s a deadly nightshade, in the guise of a rose. Our little homestead which you built from lead.

Now go back to Source B and highlight and annotate for examples of a semantic field of nature used by the writer. You can also highlight and annotate for any other semantic fields you may find in Source B. What tone does the use of semantic field create in Source B? List a few examples you’ve highlighted here too. ____________________________________________________________________ ____________________________________________________________________

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Semantic field • A semantic field is a set of words that are related in meaning. • For example: lesson, class, desk, teacher, pencil case, planner, timetable are all words

from the semantic field of ‘school’ • Writers often use semantic fields to keep a certain image persistent in their readers'

mind. • It also helps to create cohesion as well as enhance tone and meaning in a text.

Quick quiz: Which example is a metaphor?

1. The cold wind was biting through my shirt. 2. You are such a wet blanket. 3. You’re toast!

Now go back to Source B and highlight and annotate for examples of metaphors, similes and personification (imagery). What tone does the use of imagery create in Source B? List a few examples you’ve highlighted here too. ____________________________________________________________________ ____________________________________________________________________

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Metaphor

• A metaphor is when something is used to represent or symbolise the main subject in order to strengthen the intended message.

• For example, a football match might be compared to a battlefield, a circus or a stage, depending on the intensity or skills shown by the players.

• A simile is a type of metaphor. They also make use of comparison of one thing to another using connecting words such as ‘like’, ‘than’ or ‘as’ to directly compare.

• For example: -The train was faster than a bullet. -Strong as an ox. - Simon is an angel at school.

Tip: If you are not sure whether it is a simile or a metaphor, call it a metaphor or imagery and you are still correct!

Question 3 You now need to refer the whole of Source B only. How does the writer use language to describe the setting?

[12 marks] Exemplar response Annotate for:

- Points related to the question - Relevant quotations to support points - Language features and most importantly what impact this has on the reader

1. Draw a box around the lines so you are only focusing on the lines you’ve been asked to focus

on.

2. Language –

• Word choices i.e. semantic field • Specific language techniques i.e. metaphor, simile, personification etc.

3. Question focus is:___________________________________________________

The writer describes the setting as a heavenly place; she is in awe of the beauty and divinity surrounding her whilst visiting Chartres cathedral. She is particularly in awe of the beautiful stained glass and the effects created by the sunlight flooding in through the windows which illuminate the biblical images portrayed on these. The writer uses imagery to describe how the scenes depicted on the stained glass windows seem like they are important and that she should be thankful for religious sacrifice as well as for the opportunity to walk in this hallowed place. She describes one of the scenes from a window using a simile, ‘glittered and menaced like the shields of fighting angels’. This simile evokes the idea of salvation, protection from evil as the battle scene portrays an eternal battle between good and evil as is evident from the contrasting ideas of ‘glittered’ and ‘menaced’ where ‘glittered’ could symbolise good and hope and ‘menaced’ could symbolise the evil being fought off by divine beings yet it could also refer to the strength of angels’ protection of God’s children. This image in itself is a contrast as the cathedral is a calm place for reflection but have violent images of war on beautiful stained glasses to remind its visitors to repent and be thankful. The writer creates an alluring image which is enhanced by the sunlight that illuminates the window bringing attention to this battle scene; perhaps this is a subliminal message of hope amidst the war rumours and could serve as a way of comforting the reader, that despite war being imminent, there is always hope. This enables the writer to create a feeling of awe at the beauty and divinity of the setting.

You now need to refer the whole of Source B only. How does the writer use language to describe the setting?

[12 marks]

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Practise Paper Source A The following newspaper article was written by Tanith Carey, a parenting expert, in response to Channel 4 programme, Child Genius.

Source B The following newspaper article was written in the 19th century. It offers views on how to raise children.

Section A: Reading

1. Read again Source A, Cruellest reality TV show ever, from lines 1 to 19. Choose four statements below which are TRUE. A. Tudor has been picked to play soccer for three Premier League junior teams. B. Tolu’s heart is bursting with pride at his son’s achievements. C. Child Genius is a TV programme on Channel 3. D. Tudor hides his face in his hands as he weeps. E. Tudor does not score as well as his father thinks he should. F. Tolu sympathises with Tudor over his disappointing performance. G. Tudor finds the contest emotionally draining. H. Tudor may not be as good as his father thought.

[4 marks]

2. You need to refer to the whole of Source A and Source B. Use details from both sources. Write a summary of the different ways to raise a child who is clever.

[8 marks]

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3. You now need to only refer to Source B, lines 1 to 20. How does the writer use language to describe the role of parents?

[12 marks]

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4. For this question you need to refer to the whole of Source A and Source B. Compare the two writers’ views on raising children. In your answer you should:

- compare the different viewpoints of the writers - compare the methods writers use to convey these viewpoints - support your ideas with quotations from both texts.

[16 marks]

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Section B: Writing

5. ‘Children need strict discipline from their parents when they are young or the will grow into teenagers who are out of control.’ Write a magazine article in which you explain your point of view on this statement.

[24 marks for content and organisation] [16 marks for technical accuracy]

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