Tuesday 17 December 2013

Mock Exam Post-Mortem: Question 4 Model Answer

Hi,

Forget that mock exam burger. This is a burger:


Here's the mark scheme for your mock:


Sorry - I forgot to copy my answer to the language comparison question for you. Here it is:




English Language - June 2013:

Question 4 (Language Comparison) – Model Answer




Source 1 and Source 3 have very different audiences and purposes. Source 1 is an opinion piece from the Guardian’s Life and Style section which is written to both inform and persuade. Source 3 is a piece of travel writing, and like most literary non-fiction, its dual purpose is to inform and entertain.


Despite these differences, there is a clear connection between the language of these two texts – they are both written, at least in part, in the first person, and as a result, they both convey their information with opinions and personal touches. For instance, Source 1 uses language to make the writer’s view clear very early on. He claims that changing people’s diets will ‘quite easily’ deal with the demands of the projected population of ‘9.2 billion’ in 40 years’ time. The juxtaposition of this dismissive and simple phrase with this huge number seems bizarre, but the bold and confident tone of the writer helps to set out his persuasive message. Later, he says he will be ‘dropping’ meat once a week. This informal use of language again makes his sacrifice seem simple in order to persuade others; dropping requires no effort.


In Source 3, the writer’s unique perspective is offered through some vivid descriptive phrases. Initially, there is a sense of the writer’s wonder at the peace and beauty of the scene, as the stars are described as ‘crystal stars glimmering’. The image of the ‘flat black sky’ as a ‘tarpaulin’ could be seen as comforting and safe, or alternatively, it could give an early indication of the sense of claustrophobia she hints at later due to the intransigence of Muhammed. Within the same paragraph, the use of the words ‘squalid’, ‘belched’ and ‘blackened’ suggest a sense of disgust when moving from the silence of the desert to the pollution of the towns. The description of the air as ‘brittle’ as she grinds it between her teeth makes it sound as if the atmosphere is breaking up and contaminating everything.


Source 1 also contains a number of interesting descriptive phrases, often informal and subjective. Eating meat is described humorously as ‘animal munching’, making our eating habits sound ridiculous and over the top. More hyperbole soon arrives with the phrase ‘Brazilian rainforest-fed burgers’ which serves to crudely put together two key issues in the piece: meat-consumption and deforestation. Further examples of informal language in the piece are ‘guzzlers’, which highlights our insatiable appetite for meat, and the description of meat as ‘red stuff’. This phrase reinforces the casual attitude of ‘quite easily’ from earlier in the piece. The writer is trying to persuade the reader by insisting that his sacrifice is no big deal.


The writer of Source 3 uses plenty of simple sentences for effect. The first sentence (‘The density of night’) suggests a sense of awe in front of a sublime scene which requires no further words to express. Similarly, short sentences are used elsewhere to create a sense of the author’s wonder at a different way of life – often in the form of questions like ‘or were they immune to it?’ These short questions allow us to experience the writer’s thoughts as they pop into her head. In source 1, the writer also uses short sentences to emphasise simple truths that he wants to stand out. In the final paragraph, a pair of short sentences are used to empower the reader to change their ways: ‘One day off the red stuff? Not so great a hardship, really.’


Near the end of Source 3, the writer uses a long complex sentence (including four semi-colons) to create a sense of monotony and repetition before the writer expresses further frustrations about being trapped in the car. However, a pair of short sentences bring us towards a tense ending of the passage, with the writer emphasising her frustrations through a near-rhyming pair of verbs (‘inched’, ‘itching’) to show the awkward contrast between what is happening and the what the writer wants to happen.






Friday 22 November 2013

Mock Exam Prep

Hello Year 11!

This blog has been neglected since last year's Year 11s finished their exams. But with your mock coming up, I thought I'd send you some links to some of my old posts.



Here's some advice for the upcoming mock exam.


First, carefully read through my GCSE English exam guide here.


This post gives you a past paper, a mark scheme and a model answer for the English Language paper!


Here's a good article for practising your analytical skills. And to go with it, a commentary on the text.


Finally, here's a bit of advice on crafting your writing. Apart from that, the best piece of advice, courtesy of Miss B, is 'don't be boring'!



PS. Please check my 'Browse by topic' and 'Links' sections to the right of the page for some helpful links to 'Of Mice and Men' stuff.


Please feel free to comment below if you have any questions or concerns.


And also, if you'd like email updates to alert you to new posts, just pop your email address into the 'follow by email' bit over here somewhere ------------>


Enjoy!



Mr M

Tuesday 4 June 2013

That's it... you did it!

Hi folks,

Well that's English done. Congratulations!

The paper looked good to me. I'm really intrigued about what you all wrote about your best and worst meals! Feel free to let me know!


Good luck in your remaining exams and whatever's next...


Mr M


Monday 3 June 2013

Sun Vampires - Some notes...

Hi,

Here are some ideas about what you could have said about the article I posted a week or so ago. There are plenty of ideas about language included.


Mr M

Friday 24 May 2013

Analyse this...

Hi,

Here is a good article to practise your skills of language analysis for the English Language paper. There are loads of good language features to discuss here.

Don't forget that in the exam the language question (Q4) also involves comparison.

I will upload some notes on this text during half term so you can compare what you found...





Mr M

Wednesday 22 May 2013

Exam Alert II

Hi all,

Poetry tomorrow.

Here are some resources to help with that last minute cramming. The first two are two alternative planning sheets for comparing two poems. Try one. The last one is a guide to structuring your section A response.

Don't forget BBC Bitesize for some great notes on each poem in each cluster - see the previous post. There are also past papers elsewhere in this blog. Don't forget about my exam guides for a full explanation of each paper.

Any last minute questions? Comment away!


Good luck!


Mr M

Monday 20 May 2013

One down, two to go...

Hello,

How was Lit Unit 1? Feel free to leave a comment! (I know you won't...)

Next up, poetry.

There's some great revision notes on the BBC Bitesize site. If you are concerned about any of the poems (ie. The Horse Whisperer!), then going through the Bitesize stuff would be a good use of your time.

Click on the Horse Whisperer to go to the Character and Voice page. Other poetry clusters are available...



 
 
Any poetry paper questions or concerns? Leave a comment!
 

Mr M

Sunday 19 May 2013

Exam alert!




Don't panic.


You've got an exam tomorrow!


Don't forget to bring your (clean) copy of Of Mice and Men and An Inspector Calls!!! We have very few spares.


Here is an example of a full mark response to Lit Unit 1:











Good luck folks!



Friday 17 May 2013

It's been emotional!

Hi folks,

I hope you all enjoyed your last day.

Because we were frantically taking photos at the end of the lesson, there was no rousing, inspirational speech to send you off to your exams. Phew!

Instead, my message is this...


Just a few more weeks hard work, but don't forget...



It's been a pleasure working with you.

Good luck!



Mr M

Thursday 16 May 2013

Crooks's journey

Hi all,

 A few days until Lit 1!

 I've got a funny feeling about a question about Crooks, so here is a little flow chart to map out Crooks's emotional journey through Chapter 4. Look out for how Steinbeck describes his physical growth and shrinking through the chapter...


Monday 13 May 2013

Friday 10 May 2013

Model answer - Comparing Poems



Hi all,

Here is the essay I wrote while you were doing your timed essay today. I've also included an extract from the top end of the mark scheme. I hope you give me an A*!

It sounds like next week will be a bit bitty. Remember, the plan for next week is:

Monday: Poetry round-up - Horse Whisperer (!) and unseen poems
Wednesday: Of Mice and Men - Steinbeck's style (see post below)
Friday: English Language Paper practice

I'll plan a revision session for next Thursday, but please feel free to drop in to see me at any time, or email me or post a comment here if you need help. I'll be at my desk or in the English office during our normal lesson times if you need anything.



Compare the ways the poets present ideas about power in Ozymandias and one other poem from Character and Voice.

Both Ozymandias and The River God are poems that create a character for whom power is a major issue. Ozymandias indirectly creates a voice of an Egyptian king, Ramesses II, but does this through the distancing narrative frame of a traveller 'from an antique land.' This sense of distance diminishes and undermines the sense of power given to the subject, Ozymandias. In the River God, Stevie Smith creates the persona of a river who has great and enduring physical power, but feels unappreciated and neglected.

The nature of power in Ozymandias is expressed in terms of tyrannical, cruel behaviour. The remains of a 'vast' statue are 'stamp'd' with a 'frown' and a 'sneer of cold command'. It is evident that Ozymandias ruled as a tyrant, without regard for the people. The phrase 'the hand that mock'd them and the heart that fed' suggests that he gained his strength and power from, and at the expense of, his people. However, the end of the poem undermines this power. The irony of the inscription on the pedestal is highlighted by the simple phrase 'Nothing beside remains', suggesting that nothing lasts forever - even great civilisations will eventually crumble and 'decay.' This word is a key word in the poem. Shelley is suggesting that decay and decline is inevitable. Perhaps this can also be read as a warning for our own society, for western civilisation, or for humankind in general: nothing lasts forever.

The River God begins in quite defensive fashion, with the assertion that 'I may be smelly and I may be old'; the voice created immediately gives the impression that it is defending itself and feels insecure and unappreciated. We get a sense of the River God's sense of fun (‘Hi yih, yippity-yap, merrily I flow’) and it's appreciation of beauty - in fact the word 'beautiful' appears four times. However, the overwhelming sense of insecurity and bitterness carries a hint of threat. There is a threat to the swimmers, who 'take a long time drowning... In the spirit of clowning'. The use of rhyme here implies a sense of sadistic and light-hearted enjoyment in inflicting death on the powerless humans. However, mixed in with this sense of power is a feeling of powerlessness and insecurity in the final line about his 'beautiful dear': 'If she wishes to go I will not forgive her.' Both of these poems seem to create voices of timeless power, but below the surface there is a suggestion of vulnerability.

Ozymandias is written in the form of a sonnet, and with this particular form comes a regular rhyme scheme and rhythm, creating a sense of order. This neatness and orderliness underlines the simple, undeniable truth at the heart of the poem: nothing lasts forever. The simplicity and conciseness of the poem’s form makes this simple message all the more powerful. In contrast, The River God creates moments of orderliness with its heavy use of rhyme, but the slight inconsistencies in the rhyme scheme suggest the contrasting feelings of power and powerlessness the speaker feels. The defensive opening lines do not rhyme, and many of the final lines end with the repetitive 'her' suggesting his paranoia and obsession. In contrast, moments of humour sound stronger with perfect feminine rhymes (drowning/clowning) or strong masculine ones (flow/go). The long, flowing single stanza and the use of enjambment suggest a continuous flow – like a river.

The language in Ozymandias creates a sense of destruction, lifelessness and decay. The poem is set in a 'desert', which is a symbol of infertility and death, and the remains of the statue are described as 'lifeless'. By the end of the poem, this is further emphasised by using the alliteration of 'boundless and bare' to emphasise this harsh reality, and then further by the use of the word 'wreck.' Even the word 'remains', here used as a verb, has a more destructive and powerful meaning when considered as a noun: what is left of something that has been destroyed.

The River God's language is simple and direct, creating a colloquial and very human voice for the river. The first line is largely monosyllabic, and the general pattern of simple language continues throughout. Colloquial idioms further emphasise this sense of humanity, with phrases like 'plenty of go' helping to create a persona we can relate to. This sense of an unappreciated character with literal and metaphorical hidden depths is developed as the poem goes on. His obsession is revealed through the repetition of 'beautiful' and 'her', but the dark reality of the situation to the reader is emphasised through the descriptions of her 'white face' and her 'golden sleepy head'. These seem to suggest beauty, but also strongly suggest death - and the power of the river to inflict it. There is an awkward contrast between the River God’s casual take on the situation and our own. Finally, the phrase 'wide original bed' provides a sense of power that is missing from Ozymandias - a sense of permanence. The interesting use of the word 'original' suggests that the river has always been there and always will. In this poem, Stevie Smith seems to be demonstrating the dangerous power of nature and warning us of the deadly consequences of showing no respect for that power. In contrast, the end of Shelley’s poem provides a scene of peace and emptiness after the rule of Ozymandias as the 'lone and level sands stretch far away.' The soft, alliterative sounds of this final line show that there is no longer any echo of the tyrannical power that once existed there.



Wednesday 8 May 2013

Character and Voice - Comparison Tasks

Hi all,

Here are the tasks to choose from in preparation for a practice essay next lesson...


Thursday 18 April 2013

Literature Past Papers

Hello.

Here are some past papers for your viewing pleasure. Remember, your Literature exams are:

English Literature Unit 1: Exploring Modern Texts (Of Mice and Men and An Inspector Calls)
English Literature Unit 2: Poetry Across Time (Poetry Clusters and Unseen Poetry)...

There is a higher and foundation paper for each exam below. Make sure you pick the right one.

Don't say I never give you anything!



Of Mice and Men - Audiobook

Here's the link to the rest of the audiobook online. Click on Curley's Wife...

You can either stream from the webpage or download.

Wednesday 27 March 2013

Tuesday 26 March 2013

The Clown Punk, by Simon Armitage

Two different versions here...

Chloe:


and Martha:


Of Mice and Men Audiobook - Chapters 2 & 3

Instructions: Download the files. Stick them on your phone or MP3 player. Pop your earphones in. Take a long walk. Bob is your uncle.                                                                      
 

Craft your writing...

Hi all,

Some writing reminders for your mock exam...

Master the art of rhetoric with these techniques.

Vital skills for section B of the English Language paper.


Saturday 23 March 2013

Of Mice and Men - Audiobook - Chapter 1

Chapter 1 Part 1 Chapter 1 Part 2 Chapter 1 Part 3 Chapter 1 Part 4 Chapter 1 Part 5

Of Mice and Men - Video Sparknote

Practice Paper - English Language

Question paper: Insert: Mark scheme: Answer:

Exam Preparation Guide - English Language



English Language – Tuesday 4th June 2013 (AM)
Duration: 2 hrs 15 mins



Section A: Reading – spend 15mins reading, then 1hr on this section.



  • Take a pencil/highlighter to annotate the text as you read. Look out for interesting facts, uses of language, effective sentences etc.


  • Consider reading Source 1 and then doing Q1, reading Source 2 then doing Q2, Source 3 then Q3 – then Q4.

  • Make sure you divide your time well. The first question should be quick and simple. The final question is worth by far the most and needs plenty of time.

Q1) Retrieval of information in Source 1 (usu. factual article). A ‘what’ type question in which you need to summarise the main points, using short integrated quotes linked together with your own words to show you have synthesised and interpreted the info for yourself. Quantity – not quality! Be concise and cover all the key points.

Q2) Presentational devices in Source 2. You will need to discuss headings, colours, pictures and how they relate effectively to the text. Be specific and show attention to detail. In headings, discuss word choices, sounds, humour, impact. In pictures, discuss colours, framing, angle, effect, symbolism. Important: use the text to show the relevance and effect of the presentational devices.

Q3) Inference in Source 3. This means reading between the lines and is often about feelings/emotions - or how tension is built. The writer won’t tell you what they’re feeling, but you can figure it out using the evidence in the text. Make sure you use the whole of the text, as the feelings are likely to change and develop. Use PQC, but there’s no need to talk about language – focus on the feelings/attitudes/emotions/tension being conveyed. Eg. This quote suggests that the writer is feeling deflated and helpless

Q4) Comparing language in two texts. Key words: how language is used for effect.
· Start with the purpose of the texts (inform, persuade, entertain etc) as these tell you what the effect should be…
· Don’t write about content, pictures, or headings – just the language (how it is written, not what is written)
· Points should introduce a language feature to ensure that you stick to the point.
· Quotes should be short; only quote the bits you will write about afterwards.
· Comments are the key to getting your target grade. Again, use key words from the question, and answer it. Also, focus in on specific details of language from the quote.

Language features to watch out for…


Word choices, imagery: simile/metaphor, alliteration, rhyme, puns, emotive language, rhetorical questions, short and long sentences, first/third person, repetition, lists, colloquial (chatty) style….

How to start your comments:

This suggests…    This shows that…

The word ____ suggests…  This has the effect of…
The word _____ has connotations of…

Comparative words:

Both… Similarly… However… In contrast… Whereas… Likewise… 






Section B: Writing – spend 1 hour on this section.

For each writing task:
· Spend a few minutes planning. Use each section of your plan as a paragraph.

Q5 – The short writing task (spend around 25 mins on this question)

·       Writing to inform, explain and describe.
·       10 marks for communication and organisation; 6 marks for technical accuracy
·       The question will always be based on the experiences of young people….a journey…travel experiences…key moments…leisure activities…friends…important relationships
·       It is important to view this as a short writing task. Too many candidates spend too long on this question at the expense of question 6 the longer writing task worth 16 marks.


Q6 – The long writing task (spend around 35 mins on this question)

  • Writing to argue/persuade
  • This question is worth 24 marks – 16 for communication and organisation and 8 for technical accuracy so leave time to deal with this question fully
  • The examiner is looking for a well structured, detailed and convincing argument using a range of techniques for effect…

Persuasive techniques:

· Use facts, figures to back up your argument.
· Address your audience – flatter them.
· Create an ‘us’ and ‘them’ situation to get everyone on your side.
· Use rhetorical questions.
· Use short snappy sentences for effect every now and again.
· Use emotive language.
· Repeat/ emphasise key points.
· Use a list of three. It’s the magic number!
· Discredit the opposition’s argument.
· Use imagery (similes and metaphors)

Evidence of conscious crafting:

·       Tailor your writing to suit the form, audience and purpose
·       Ambitious, precise  word choices
·       Clear structure/paragraphing
·       Use discourse markers to signpost the reader through the text. Eg: Similarly… Consequently… However… Alternatively… In addition… Yet… Furthermore… Moreover… Meanwhile…  Nevertheless…
·       Varied sentence structures (eg. include short sentences and long, list-like sentences for effect)
·       Put extra thought into how to start and finish. Short sentences always work well here.


At the end of the exam, spend 5 mins checking:

                 · paragraphing
                 · punctuation
                 · spelling