Mock Exam Prep

Hi folks,

You can find the powerpoint that we worked through this week here.

Feel free to email me if you have any last minute questions.


Mr M

Macbeth Quote Quests

Hi folks,

Here are your quote quests from the other week. These will be useful when we get to revision time. Click to enlarge. Nice work!

Mr M

English Language Paper 2: Section B (Writing)

Hi folks,

One left! If you stay calm, know what each question is asking you to do, and then do it, you'll nail it.

Here's a final post on writing.

Q5: Writing - 45 minutes

This one is more of a challenge than the writing task in Paper 1, for several reasons:

• You'll have to build an argument. Structure matters. Therefore...
• You'll have to plan carefully.
• You'll have to write in a very particular form for a very particular audience (e.g. a newsletter for parents or a speech to students in your year) 

Here are all of the writing tasks in the specimen materials released so far:

So, here is my advice for the writing question:

Planning

• Annotate the task. Make sure you know the audience, form and purpose.
• Think about whether you agree or disagree.
• Brainstorm arguments (spidergram) and then put them in a logical order by numbering them. Alternatively, do an intro, argument 1, 2, 3, conclusion.

Writing

• Signal that you understand the audience and purpose early on (e.g. if it's a magazine article, give it a title; if it's a speech, address your audience at the start).
• Remember my tip for introductions: DON'T BE BORING, DON'T BE OBVIOUS. Start with a question, or by painting a picture with words, or by telling a story. Finish your first paragraph by stating your argument.
• The DROP, SHIFT, ZOOM, ZOOM structure can work for this task. DROP us into a story, question, picture etc. SHIFT to the main argument. ZOOM IN on key arguments. ZOOM OUT to the big picture and conclude.
• Make sure your paragraphs link together well. Use words like 'Furthermore', 'Moreover', 'Consequently', 'As a result' at the start of paragraphs to signpost the direction of your argument. 
• Be ambitious in your vocab choices.
• Remember your rhetoric: think about ethos (your credibility), pathos (appealing to the emotions) and logos (appealing to reason). Use rhetorical devices to make your writing bold and persuasive (e.g. congeries, anaphora, metaphor to overwhelm and build a powerful picture; short sentences, epizeuxis, diacope to emphasise key points etc.)
• Remember the key elements of building a paragraph in argumentative writing. Remember this?

 

• End your piece by strongly stating your argument. A short sentence works well here. 
• Finally, be very careful about punctuation and make sure your writing is clear. Consider this stat:

Clearly, this doesn't mean that successful students just use short sentences. It means that they are in control of their sentences and vary their length, mixing longer descriptive sentences with short, impactful ones. This stat also shows you that the full stop is your friend! Students who get low grades tend to let their sentences run on forever.

That's it for now. If I think of anything else, I'll email you.


Good luck!


Mr M

English Language Paper 2: Section A (Reading)

Hi folks,

Here's some advice ahead of the second English Language exam.

First, a reminder of the questions and timings:

Again, these timings are given as guidance by AQA. There are other ways to split your time.

For example:

1) Read Source A and do Q1. (10 mins)
2) Check what you have to summarise in Q2 (key words). Read Source B. Do Q2 (15 mins)
3) Check Q3 and draw box around the extract. Annotate language. Do Q3 (12 mins)
4) Highlight key words in Q4. Do Q4 (comparing attitudes/perspectives) (23 mins)

Make a decision about your timings and stick to it.

This time around, there's two non-fiction texts. One will be from the 19th century, one from the 21st; they will be related by theme.

As before, take your time to read/annotate the texts and annotate the key words in the question.

Q1 - True or false (4 marks)
  
As with Q1 of Paper 1, this one just needs a little care.

• read the question (including the instructions about what to shade in) carefully
• make sure you're looking at the right paragraph(s) in the text

Q2 - Write a summary - (8 marks)

Writing a summary is about being able to find and synthesise relevant information, with brief interpretations to show what you've understood. Do not analyse language. This is a WHAT type question - focus on content, not on the writer's methods. Quantity matters.

• Make sure you are clear about what you have to summarise. 
• Make sure you use both texts.
• Don't analyse language. 
• Questions seem to always focus on summarising the differences between something in the texts, so...
• Find as many as you can.
• Brief interpretative comments (This shows/This suggests) show that you've understood the differences.
• Synthesise (bring all the relevant ideas together) by using lots of short, embedded quotes.

Q3 - Language - (12 marks)

This one is based on an extract from one of the texts. Make sure you focus on the right section! You're analysing now, so keep PEEing, making sure you zoom in on the writer's methods (word choices, imagery, alliteration, structures etc.) Most importantly, you must then zoom out and refocus on the question (i.e. how is this effective in ...(whatever the focus of the question is)...?)

Reminders:

• Use the right extract. Draw a box around it, if it helps.
• Annotate it. Look out for:

     - interesting/unusual words (e.g. hyperbole)
     - patterns in word choices (e.g. powerful verbs, emotive adjectives, colours) 
     - imagery (simile, metaphor, personification etc.)
     - sentence structures being used for effect (e.g. congeries, short sentences, anaphora etc. )
     - sound effects like alliteration, rhyme, onomatopoeia

Focus on the things in bold. Anything else is a bonus.

Some sentence starters for commenting on quotes:

• The word _______ is effective because...
• The word ________ has connotations of...
• The writer's use of alliteration here has the effect of...
• The writer uses lots of plosives to...
• The image of the _______ might make the reader think...
• Perhaps this simile tells us that ...
• This sentence is a congeries, which has the effect of...

Check the mark schemes I've sent you for more examples.

Q4 - Compare: writers' ideas, attitudes, perspectives  (16 marks)

This is a beast of a question. It needs 20 minutes at least.  You have to consider the whole of both texts. You need to write about how the writers convey their attitudes or perspectives. It isn't about the thing in the text itself, it is about what the writer thinks of it and how they show those attitudes.

It's hugely important that you clearly focus on the topic of the question. For instance, in the 'Festivals' paper, you had to focus on the writer's views about the festivals they attended. Highlight this on the question paper and annotate examples on the texts. 

Some tips:

• Highlight key words in the question
• Scan the text and highlight/annotate anything that shows the writers' views.
• Look for emotions, ideas, prejudices, etc.
• Does the writer have mixed feelings? 
• Does the writer change his/her mind?
• How are these attitudes/feelings conveyed through language?
• All of the time, consider: how does this compare to the other text?

Here's an example question, annotated (excuse childish scrawl):

  

Finally, some sentence starters:

Points

• Both writers show a certain amount of fear about....
• The writer in Source A is initially very reluctant...
• However, the writer in Source B seems excited by the prospect of...
• By the end, both writers seem to have come to terms...

Comments on quotes

• This gothic metaphor suggests that the writer is feeling a sense of unease.
• The use of the word ______ suggests that the writer is appalled by...
• Perhaps this reflects the writers ambivalence about...
• Clearly, the writer's use of hyperbole here suggests that she has a strong, negative reaction to... 
• The use of a congeries at this point shows that the writer is...

Again, check out the mark schemes I sent for example answers for each question.

I hope all this helps. 

I'm blogged out and hungry now, but I'll blog later about the writing section.

Mr M

 

Paper 1 - Descriptive/Narrative Writing

Hello,

One last blog ahead of Lang Paper 1 tomorrow.

Section B - Writing (45 mins - 40 marks)

This is a big task. It's worth half the marks on the paper.

Remember, the tasks will be linked in some way to the reading material in section A, which should help you in terms of ideas, techniques etc.

You have a choice of two tasks. One will be based on a picture, the other will not. The tasks will either be to DESCRIBE or to write part of a STORY/NARRATIVE. Many English teachers are advising students to go for the picture/description option. I would tend to agree with this advice as it takes away some of your options, focusing you on HOW to write (style) rather than WHAT to write (content), but if you have a good idea for a narrative, go for it.

Please note: AQA have said it is possible for there to be two descriptive tasks or two narrative tasks (as you can see in one of the example papers at the bottom of this post). It's unlikely, but possible. Please read the task carefully.

Here's an example of what the tasks looks like:

Your first step is to pick out the key words in the task that tell you about the form, audience and purpose. These must be at the forefront of your mind throughout. For example:

E.g. 
Task 1
Form - descriptive writing
Audience - people of your own age
Purpose - to describe (to win a creative writing competition!)

Task 2
Form - a story (only the opening)
Audience - readers of your own age
Purpose - to describe and narrate (for a creative writing competition)

These details can be very important. For instance, you'd write differently for people of your own age compared with, say, your parents.

Please note: the initial information about the 'creative writing competition' for 'people of your own age' is for both tasks, not just the first. Look carefully. This is true for all the other specimen papers too (see the bottom of this post).

Next, either annotate the picture with ideas (if you are doing the first task) or make notes or a plan.

Picture-based tasks

If you go for the picture-based task, draw boxes around the most interesting things to focus on, and decide on an order in which to describe them:

Here, I've picked out four key areas to focus on. I'd start with the waves and the weather conditions, before focusing on the coloured houses (which perhaps I might personify as suffering in the conditions). Then I'd bring in the train, starting with the front (again, it could be compared to a creature's head?) and then focusing back on the waves crashing over the carriages. 

If I'd got all that done, I might take it further by having the train pull in at the station, etc. Remember, the task doesn't say 'describe the picture'; it says 'write a description suggested by this picture'. You have artistic licence to make creative decisions. But don't write a story!

Story writing

If you decide to go for the narrative option, then think about the reading material you were given in Section A (this was a part of a story) - it may help give you inspiration in terms of techniques, structure etc.  I'd advise you to:

• describe a setting in vivid detail and set the appropriate tone
• introduce a character 
• end on a first key event (an inciting incident) that intrigues the reader and makes us want to know more

This is enough for most tasks. Obviously, if the task is very specific, adapt the plan above to make it work. 

The benefit of the first task is that there is less to do and more stimulus material, allowing you to get started quickly and focus on showing off you skills.

Now, about showing off those skills...

This is your one and only chance to show how well you describe and how creative you are as a writer.

GOLDEN RULE: DON'T BE BORING!

Try to show what you've learnt (particularly from Dickens) about the craft of the writer. 

How do you prove you're a great writer?

1. Make sure it's stylish and crafted
2. Get the basics right (spelling, punctuation, paragraphing)

Remember, if you don't write in paragraphs, you get the grade you deserve. The mark scheme pretty much assumes you write in paragraphs all the way down to the bottom. One way of making sure you write in paragraphs is to make a plan.

Evidence of conscious crafting:

• Tailor your writing to suit the form, audience and purpose.
• Use ambitious, precise word choices.
• Have a clear structure & paragraph effectively.
• Vary your sentence structures (eg. include short sentences and long, list-like sentences for effect). See pic...
• Show off (but not too much): use metaphor, personification, alliteration, single word sentences, congeries, anaphora, epizeuxis, diacope etc. Revise these techniques - but don't over-do them! Clarity is important too.
• Put extra thought into how to start and finish. Short sentences always work well here. Don't be obvious and don't be boring!

Spend the last five minutes of your time checking your work carefully. This could salvage you some marks lost to basic errors.

If you'd like to see it, you can find the mark scheme here.

Finally, here's a resource from my old blog to get you thinking about your vocabulary:

http://mrmuraleeenglish.blogspot.co.uk/2015/04/build-your-vocab-power-grrrr.html

Remember, you know all this stuff. You've learnt lots of words and lots of techniques. Now you get to prove it.

Any questions - let me know.

Good luck!

Mr M

PS. Here are all of the other writing tasks in the specimen papers:

Paper 1 - A list of targets

Hi,

It just occurred to me that another useful recap of things to remember for Paper 1 is my target list. These are all the things I've advised you to do for Paper 1:

  
Hope this helps.

Mr M

Language Paper 1 - The Evaluation Question (Q4)

Hi folks,

Here's some more advice ahead of Paper 1 on Wednesday.

First, a reminder of the questions and suggested timings:

Q4 - Evaluation

You need at least 20 minutes to answer this 20 mark question. 

So, what is evaluation?

Evaluation is the making of a judgement about the value of something. Think of the Great British Bake-Off: when Paul Hollywood and Mary Berry comment on a cake, they are evaluating; they say whether it is good or why it is good.

For your Q4, you will almost certainly be focusing on some aspect of what the writer does well, and how they do it. You will be invited to make a judgement - or at least to back up somebody else's judgement. In a sense, you are both evaluating the text and evaluating the statement in the question. AQA have been clear that you are expected to agree with the statement, or at least largely agree. 

You can expect:

• to be asked about the second half of the extract (always check the line numbers in the questions carefully)
• a comment on the extract which begins: 'A student said: ...'
• three bullet points to help you, in roughly this format: 

                               - your own impressions

                               - how the writer shows that

                               - a reminder to support your response

Here's an example question in this format:

Here are my tips for this question:

• Start by underlining/highlighting (even annotating) the key ideas in the question. This will focus you on the terms of the debate and will help you find the appropriate evidence. E.g (apologies for the wonky writing): 

• Next, quickly look for evidence to back up this view. You may even find a counter-argument (although it is not necessary to make one).
• When arguing your view, you need to build a strong, evaluative argument. This means lots of plenty of evidence (the more linked quotes, the stronger your argument) with analysis of how your evidence backs up the view in the question and your view.

TOP TIPS:

• Link quotes together to build your case. E.g: This effect is further emphasised when... This idea is later developed when... The writer returns to this idea later when...
• Use adverbs to make sure you're evaluating the writer's methods. Good examples are effectively, cleverly, subtly, judiciously. These words are praising the writer; they show that you appreciate aspects of the writer's craft.

Now for some examples. Here is the model paragraph we wrote together back in January in response to the Brighton Rock question:

  Perhaps the most effective way in which Greene gets across a feeling of unease is in the way he witholds information from the reader. Having planted the word 'murder' in the first line, he gives us very few details, instead teasing us with vague references like 'he had reasons why he didn't feel too safe.' By excluding us from Hale's thought processes here, we are left just as uncertain as Hale is.

   This unease is further developed in the descriptions of the crowd scenes, in which he uses words such as 'crowded' and 'cramped' to create a claustophobic, bewildering scene. There are plenty of descriptive phrases with negative, even gothic, connotations. For example, the crowd is said to be 'uncoiled' like a snake, and there are references to 'ghosts' and 'grinning skeletons'. It is not just the reminders of death that remind us of the first line, but also there is an unnerving, uncanny feeling produced by the idea of skeletons grinning, like he feels he is being watched and taunted by those that would kill him.

And here is a great response from the mock:

CONTENT REMOVED! NO CHEATING!

The texts discussed in the above examples can be found in your email inbox or in your diagnostic book.

Again, if you want to check out advice from elsewhere, I'd recommend this (which also contains a link to a practice question and extract) and something like this.

Next blog: Q5 - writing.

Mr M