Analyzing Language and Structure in GCSE English Language Paper 1 June 2018
The content provided focuses on a timed response task based on an excerpt from "Jigs and Reels" by Joanne Harris. It includes questions on understanding, language analysis, and how the writer conveys the protagonist's views on books and stories of the past. The discussion involves identifying explicit and implicit information, analyzing language use, and exploring the structure to influence readers. Key points include Mr. Fisher's characteristics and his nostalgic perspective on storytelling.
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GCSE English Language (Paper 1) June 2018 Paper 1: Section A Q1. List four things... (4) Q2.How has the writer used language... (8) Q3. How has the writer structured... (8) Q4. To what extent do you agree with the statement that...(20)
Question 1: A bit like a warm up task. Highlighting key points from the content.. An easy win for 4 marks. Q1) List four things you learn about...
TASK: Write a timed response 5 minutes. English Language Paper 1: Jigs and Reels by Joanne Harris Q1: UNDERSTANDING 1. Read again lines 1-4 of the source. List four things about Mr Fisher from this part of the source. (4 marks) He lived alone He lived in a terraced house He lived in a small house He lived in the centre of town He did most of his weekend marking in school He travelled home by bus / he didn t own a car. He took some books and papers home to mark 5 minutes AO1 Identify and interpret explicit and implicit information and ideas.
Q2: LANGUAGE 2. Look in detail at the extract from lines 5-11 of the source. How does the writer use language here to convey Mr Fisher s views on books and stories of the past? You could include the writer s choice of: - words and phrases; - language features and techniques; - sentence forms. (8 marks) 12 minutes Anything interesting about the way the sentence is put together. E.G Verbs Adjectives Nouns E.G Simile Repetition Personification AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
Use of listing similes to suggest stories were fast- paced, they ambushed the imagination so that readers were immersed and transported through words. Question 2 Preparation Highlight any key words or phrases where language is used to describe Mr Fisher s views on books & stories. Mr Fisher remembered a time surely, not so long ago when books were golden, when imaginations soared, when the world was filled with stories which ran like gazelles and pounced like tigers and exploded like rockets, illuminating minds and hearts. He had seen it happen; had seen whole classes swept away in the fever. In those days, there were heroes; there were dragons and dinosaurs; there were space adventurers and soldiers of fortune and giant apes. In those days, thought Mr Fisher, we dreamed in colour, though films were in black and white, and good always triumphed in the end. romanticised and nostalgic view of books of the past being precious and sparking originality. students imaginations, implying that present day students are now stifled by a loss of creativity. Use of adjective golden & verb illuminating suggests Mr F has a Use of subordinate clauses at the start of sentences places emphasis on Mr F viewing the past as being a time when books unleashed
Q2: EXAMINERS ARE LOOKING FOR Level Skills Descriptors Detailed and perceptive understanding of language Analyses the effects of the writer s choices of language Judicious range of quotations Uses sophisticated subject terminology accurately Level 4 Perceptive, detailed 7-8 marks Clear understanding of language Clearly explains the effects of the writer s choices of language Range of relevant quotations Use subject terminology accurately Some understanding of language Attempts to comment on effect of language Selects some relevant quotations Some subject terminology, not always appropriately Level 3 Clear, relevant 5-6 marks Level 2 Some, attempts 3-4 marks Simple awareness of language Simple comment on the effect of language Simple references to textual details Simple mention of subject terminology Level 1 Simple, limited 1-2 marks
Q2 Example answer: Student 1 How has the writer used language to convey Mr Fisher s views on books and stories of the past? (8 marks) The writer uses the adjective golden to suggest Mr Fisher has a positive, glowing view of the books in the past. He then uses similes ran like gazelles and pounced like tigers . This shows that the stories were like animals, fast paced and attacking the readers imagination so that they are gripped when they are reading. The writer then uses the sentence illuminating minds and hearts to suggest Mr Fisher thinks that in the past, these stories lit up every part of the reader with enthusiasm. L3 - Shows clear understanding of language: 5-6 marks Explains clearly the effects of the writer s choices of language Selects a range of relevant textual detail Makes clear and accurate use of subject terminology
Q2 Example answer: student 2 How has the writer use language to convey Mr Fisher s views on books and stories of the past? (8 marks) The writer uses the adjective golden to suggest Mr Fisher has a nostalgic view of books being very precious and this is reinforced by the verb illuminating to give a romanticised view of how they light up readers imaginations. Readers sense that Mr Fisher prefers novels of the past because he begins two sentences with the subordinate clause In those days . This presents his view of past novels and stories unleashing students imaginations, implying that today s students are hindered and stifled by a loss of creativity. He then lists several similes to describe the impact of stories of the past, that ran like gazelles and pounced like tigers . This suggests that stories were fast-paced, ambushing the imagination so that readers were immersed and transported through the power of words. Level 4 - Shows detailed and perceptive understanding of language: 7-8 marks Analyses the effects of the writer s choices of language Selects a judicious range of textual detail Makes sophisticated and accurate use of subject terminology
Q2: Possible answers Detailed responses: - Respond to the wording of the question - Integrate quotations that are connected - Analysis of writer s methods - Refers to impact on readers. TASK: Now upgrade your response in purple pen. LEVEL 4: DETAILED LEVEL 3: CLEAR LEVEL 2: SOME LEVEL 1: SIMPLE ??
Q3: EXAMINERS ARE LOOKING FOR Level Skills Descriptors Analyses the effects of a range of structural features confidently and in detail. Sophisticated use of technical terminology used accurately. Perceptive range of examples from across the text. Level 4 Perceptive, detailed 7-8 marks Clearly explained effects of a variety of structural features. Technical terminology is used accurately throughout. Suitable examples from the whole text are used & explored. Level 3 Clear, relevant 5-6 marks Some structural features are explained. Some technical terminology is used. May not always be accurate. Some points are supported with relevant examples. Basic attempts to comment on a few structural features in a simple manner. Simple or no mention of subject terminology. Few references are made and are not always relevant. Level 2 Some, attempts 3-4 marks Level 1 Simple, limited 1-2 marks
What do we mean by structure? This happens This isn t helpful! Then this happens It leads to a re-telling of the story Then this happens There is no sense of a writer at work There is no comment on the effect on a reader Finally this happens
What do we mean by structure? This happens. The writer has done this because The effect is Still quite basic BUT There is now an understanding that the story has been PUT TOGETHER by the writer with a CONSCIOUS attempt to influence the way we think about the story Then this happens. The writer has done this because The effect is Then this happens. The writer has done this because . The effect it However Not a range of METHODS No understanding of the structure of the text as a whole Finally this happens. The writer has done this because . The effect it
Structure: What do we need to look for then? Look for 3 key moments in the text Then, consider Does the opening prepare us for the ending? The beginning Identify a change in focus/mood/pace / tense Does the rest of the text build up to the ending? Is there a pivotal moment in the text? The ending / Links to the beginning
English Language Paper 1: Jigs an Reels by Joanne Harris Q3: STRUCTURE You now need to think about the whole of the source. This text is from the beginning of a short story. How has the writer structured the text to interest you as a reader? You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the source develops any other structural features that interest you. 12 minutes (8 marks) E.G. - Ordering events/sequence through a passage - Beginnings / middle / endings. -Changes in ideas and perspectives & how they are signaled to readers. -Links between the ending / opening. AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
TASK: Write a timed response 12 minutes. Q3: STRUCTURE You now need to think about the whole of the source. This text is from the opening of a novel. How has the writer structured the text to interest you as a reader? Task 1: in pairs, break the text into 3 parts: You could write about: what the writer focuses your attention on at the beginning how and why the writer changes this focus as the source develops any other structural features that interest you. (8 marks) ENDING Task 2: make notes on what happens at each stage, how it changes and its effect. BEGINNING CHANGE AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
Q3: Possible answer How has the writer structured the text to interest you as the reader? (8 marks) The text begins with a domestic setting of Mr Fisher s home in a small terraced house in the centre of town . His school room setting is also described to give readers insight into his home and work before introducing his difficulties in engaging his students with creative writing. There is then a change in time, from present to past tense, initiated by Mr Fisher remembered a time to transport readers to the past when students were not disenchanted by reading. He continually changes from past to present, as the middle paragraph begins with Now everything was in black and white to highlight his nostalgia for the colourful past. Though there is a passage in time, the tone of disillusionment remains until the connective word But is used towards the end to signal a pivotal moment where Mr Fisher finds a nugget of gold in his marking. The writing becomes more dramatic, more punctuated and fast paced to show Mr Fisher s excitement. This is a contrast to the slow pace of the opening where he generalised his marking as two or three stacks of books , instead he now humanises it as Tibbet sstory to prove his reasons to be disenchanted with students, wrong as his own imagination had become illuminated by a student s piece of writing. 8/8
Q3: How does the writer use structure to interest you as a reader? TASK: Now upgrade your response in purple pen. Though there is a passage in time, the tone of disillusionment remains until the connective word But is used towards the end to signal a pivotal moment where Mr Fisher finds a nugget of gold in his marking. The writing becomes more dramatic, more punctuated and fast paced to show Mr Fisher s excitement. This is a contrast to the slow pace of the opening where he generalised his marking as two or three stacks of books , instead he now humanises it as Tibbet sstory to prove his reasons to be disenchanted with students, wrong as his own imagination had become illuminated by a student s piece of writing. STRUCTURAL methods Evidence from the text Effects / Impact on reader
Q3: EXAMINERS ARE LOOKING FOR Level Skills Descriptors Analyses the effects of a range of structural features confidently and in detail. Sophisticated use of technical terminology used accurately. Perceptive range of examples from across the text. Level 4 Perceptive, detailed 7-8 marks Clearly explained effects of a variety of structural features. Technical terminology is used accurately throughout. Suitable examples from the whole text are used & explored. Level 3 Clear, relevant 5-6 marks Some structural features are explained. Some technical terminology is used. May not always be accurate. Some points are supported with relevant examples. Level 2 Some, attempts 3-4 marks Basic attempts to comment on a few structural features in a simple manner. Simple or no mention of subject terminology. Few references are made and are not always relevant. Level 1 Simple, limited 1-2 marks
Understanding question 4. Focus this part of your answer on the second part of the source, from line 25 to the end. A reader said: This part of the story, where Mr Fisher is marking homework, shows Tibbet s story is better than Mr Fisher expected, and his reaction is extreme. To what extent do you agree? 20 minutes - Q4 asks your opinion of the writer s skill assume that the text has been chosen because it is a GOOD, SKILLFUL piece of writing. - See this question as an appreciation of the writing where you explain how the writer achieved effects.(Don t be negative). - The question To what extent do you agree? is an invitation to say WHY you agree, although you can have some reservations.
Exam Preparation Thursday, 01 August 2024 AO4: Critically evaluate and give a personal response to a text. TASK: Write a timed response 20 minutes. Paper 1, Question 4 Evaluating how effective a text is. Focus this part of your answer on the second part of the source, from line 25 to the end. A reader said: This part of the story, where Mr Fisher is marking homework, shows Tibbet s story is better than Mr Fisher expected, and his reaction is extreme. To what extent do you agree? Find 3 quotes and methods (1-2 on each) to support this. In your response, you could: Consider your own impression of what Mr Fisher expected Tibbet s homework to be like Evaluate how the writer conveys Mr Fisher s reaction to what he discovers Support your response with reference to the the text
Exam Preparation Thursday, 01 August 2024 AO4: Critically evaluate and give a personal response to a text. Paper 1, Question 4 Evaluating how effective a text is. Level 2 10/20 Student A I mostly agree with the student s statement because Mr Fisher is not expecting Tibbet s story to be so good. He says he was not a brilliant scholar and he took a deep breath and this shows that he does not think it will be that good. The word breath is like he is preparing himself for a boring piece of work. Also, Mr Fisher s reaction is extreme because the writer states that he began to sweat and his breathing quickened and this makes readers wonder whether it will be something interesting. At the end of the extract, Mr Fisher cannot believe how good Tibbet s work is and there is quite a rushed description of everything that was brilliant about it, to support the student s statement that this was unexpected. States an opinion Needs to be developed to explain the writer s METHODS used to describe Mr Fisher s reaction Begins to address how the text makes the reader feel Needs a quote from the text to back-up this good point
Exam Preparation Thursday, 01 August 2024 AO4: Critically evaluate and give a personal response to a text. Paper 1, Question 4 Evaluating how effective a text is. Level 4 20/20 I mostly agree with the student s statement that Tibbet s story is better than Mr Fisher expected. This is due to the fact that Mr Fisher had universalized his students as lacking in imagination so his expectation of Tibbet was low. Though he had a spark in him which deserved attention , Tibbet was judged as having obviously done part of his homework on the bus. The use of the noun spark suggests there was only a glimmer of hope for the boy s writing though, when juxtaposed with where he did his homework, this hope diminishes just as Mr Fisher s had and, too, supports the student s view. Explains in detail how the language conveys Mr Fisher s reaction & affects the reader. TASK: Now upgrade your response in purple pen. Shows perceptive understanding of the writer s methods Reference back to the statement to make the answer focused
Q4 Mark Scheme Level What you need to show in your response to Q4... Level 4 Perceptive, detailed evaluation 16-20 marks Shows perceptive and detailed evaluation: -Evaluates critically and in detail the affect(s) on the reader -Shows perceptive understanding of writer s methods -Selects a judicious range of textual detail -Develops a convincing and critical response to the focus of the statement Level 3 Shows clear and relevant evaluation: -Evaluates clearly the affect(s) on the reader -Shows clear understanding of writer s methods - Selects a range of relevant textual references - Makes a clear and relevant response to the focus of the statement Clear, relevant evaluation 11-15 marks Level 2 Shows some attempts at evaluation: -Makes some evaluative comment(s) on affect(s) on the reader -Shows some understanding of writer s methods -Selects some appropriate textual reference(s) -Makes some response to the focus of the statement Some evaluation 6-10 marks Level 1 Simple, limited evaluation Shows simple, limited evaluation: -Makes simple, limited evaluative comment(s) on affect(s) on reader -Shows limited understanding of writer s methods -Selects simple, limited textual reference(s) -Makes a simple, limited response to the focus of the statement 1-5 marks
Section B: Writing A magazine has asked for contributions for their creative writing section Either: Write a description of an old person as suggested by this picture: or Write a story about a time when things turned out unexpectedly. (24 marks for content and organisation and 16 marks for technical accuracy) [40 marks]
Q5 Writing Task Write a description suggested by this picture. TASK: Choose four PICTURES you would like to ZOOM in on and write A LOT about! Consider how your images will connect to one another.
Q5 Writing Task Write a description suggested by this picture. TASK: Choose four PICTURES you would like to ZOOM in on and write A LOT about! Consider how your images will connect to one another. Lined forehead caused by moments of stress: love and loss. Path metaphor ( direction / end place / bumps / U-turns). Eyes memorable sights throughout his life. Perspective himself in the mirror, reflecting on life. Ears focus on sounds: newborn son s first word, a bird s song, a final goodbye from a loved one. Mouth use a metaphor for words as weapons (hurt / pain / attack) and also regretting silences. Use ??? here. Overall destroy the stereotype of old people, prioritise wisdom & experience. See face as a history book: a window into the past.
Q5 Writing Task Write a description suggested by this picture.TASK: Choose four PICTURES you would like to ZOOM in on and write A LOT about! Consider how your images will connect to one another. Weaved across my forehead were Glancing in the mirror Lined forehead caused by moments of stress: love and loss. Path metaphor ( direction / end place / bumps / U-turns). Eyes memorable sights throughout his life. Perspective himself in the mirror, reflecting on life. Noticing my ears, I jolted at the Ears focus on sounds: newborn son s first word, a bird s song, a final goodbye from a loved one. Hidden under a mat of hair, was Mouth use a metaphor for words as weapons (hurt / pain / attack) and also regretting silences. Use ??? here. Before turning away, I Overall destroy the stereotype of old people, prioritise wisdom & experience. See face as a history book: a window into the past.
TASK 1: In groups of 4-5, each person choose a different image within the image to describe. TASK 2: Write your section Level Content and organisation /24 Technical accuracy /16 Imaginative use of structure and language techniques, thoroughly matched to form, purpose and audience. Detail Different sentence starters and ? Use of imagery (similes/personification/met aphor etc) Connections between paragraphs Use of interesting words. Key Question: How can I improve my creative writing? Level 4 Ambitious use of vocabulary; confidently uses a wide range of grammar and punctuation. Checklist: Level 3 Effective writing using a clear structure and language techniques. Matched to form, purpose and audience. Largely suitable, varied vocabulary; a range of mostly correct grammar and punctuation. Level 2 Some language and structural techniques. Mostly matched to form, purpose and audience. Attempts a variety of vocabulary, punctuation and grammar, sometimes successfully. Level 1 Some sense of purpose, a few relevant ideas linked together. A mostly disorganised structure. Simple vocabulary, grammar and punctuation are used with inaccuracies throughout.
Question 5 paper 1 top tips If you have got your timing write with questions 1 -4 you should have 45 minutes to complete this question. It is often easier to describe the picture for this question Make sure you do a quick plan: P1 intro p4 P2 p5 P3 p6 conclusion What, where, why, when, how, who topic Ensure you use a range of varied and Vocabulary avoid I saw a I ate a Vary your sentence types and punctuation; : , . ! ( ) - ? Mirroring the cool sun; the ice blue waters rippled gently and slowly against the smooth and rounded pebbles of the shore. Unnervingly tranquil, unnervingly timeless. Proof read your work paragraph by paragraph make any changes you need to.
Moving from a description to narrative A narrative is another word for a story. There are no marks for character or plot ideas but there are marks for imaginative descriptions, paragraphing and accuracy. Therefore, a narrative must contain description. The question could ask your to write the opening of a novel so there would be no resolution, the description of atmosphere is important here. Keep the narrative simple: focus on one day, one hour and no more than one or two characters. It is very similar to the description of a picture but there can be more focus on a character and action beyond the picture. If you use direct speech, use it minimally to create impact, then use description too. As with description, vocabulary choices are important. Keep away from words like went, got, dull: they tell the reader very little!
