Mastering GCSE Analytical Writing and Language Techniques
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Little things to make your life easier
Analytical writing
PEEE(L):
P
oint – your answer to the question;
E
vidence – a quotation from the text;
E
xplain – what the quote means/effect on the reader;
E
xplore – analysis of language, features,
structure, device, context, perspective
L
ink – link back to the question
GCSE
Analytical writing
Language and structure: what to look for
•
Words
– types of words e.g. verbs, adjectives etc.;
•
Phrases
– groups of words/short sentences;
•
Language features
– SPAMROD/AFOREST;
•
Language techniques
– tense, tone, direct address,
pathetic fallacy, semantic fields etc.;
•
Sentence forms
– SCS1.
GCSE
S
t
r
u
c
t
u
r
e
NESTS:
N
arrative voice
E
nd
S
tart/beginning
T
ense/turning point
S
entences and paragraphs
GCSE
SUPPORT:
Use this mnemonic as a guide
to help you think about
structure.
Paragraphs
Paragraphs:
T
i
me
P
lace
To
pic
P
erson
GCSE
Monday, 23 September 2024
Sentences
Sentence Structures:
S
imple
C
ompound
S
ubordinate
1
word
GCSE
Descriptive/Figurative Language (P1 Q5)
SPAMROD:
S
imile
P
ersonification
A
lliteration
M
etaphor
R
epetition
O
nomatopoeia
D
escription based on the 5 senses
GCSE
Persuasive/Rhetorical Language (P2 Q5)
AFOREST:
A
lliteration
F
act
O
pinion
R
hetorical question
E
motive language
S
tatistic
T
riples
GCSE
EXTENSION FEATURES:
Hyperbole –
exaggeration for effect or emphasis
Litotes –
understatement for effect
Irony –
expressing meaning by using language that
suggests the opposite (last thing you would expect)
Form (P2 Q5)
Newspaper Article:
GCSE
TERROR ON THE STREETS!
There was panic
in the streets of
Portsmouth
yesterday after a
prolonged
conflict between
two rival gangs.
Turf war
The two groups,
calling
themselves the
‘Muppets’ and
the ‘Losers’ have
been involved in
A long running
disputer for the
past three years.
‘Vicious assault’
A witness, Mrs
Biddy, saw the
fight from her
living room. “It
was awful,” she
moaned. “They
were slapping
each other silly.”
Headline –
known as a
banner. In
tabloids, often
uses a
pun
Sub-heading –
used to separate
the article into
sections.
What would
help create sub-
heading in an
exam?
Body text – uses
features of
SCS1,
SPAMROD
and
AFOREST
as
newspapers often
give opinion.
Broadsheets tend
to use more
polysyllabic
vocabulary.
Why do we
not
use
columns in an
exam?
Form (P2 Q5)
Letter:
GCSE
123 Fake Street
Faketown
Fakeshire
FAKE 123
Mr Person
123 Person Street
Persontown
Personshire
PERS 0N
Monday 12
th
January 2015
Dear Mr. Person,
Blah blah blah….
Yours sincerely,
C. O. M. Plainer
Addresses
Yours
top right
Theirs
to the left
We DON’T
include these in
an exam. Why?
Date
Salutation:
Dear Sir/Madam,
or the name of
the person you
are writing to
Sign off. If you
know the
person use
Yours sincerely,
if you don’t
Yours faithfully
Body text – in
paragraphs
using SCS1
and AFOREST
Form (P2 Q5)
Blog:
GCSE
GIVING IS GREAT!
We all like to receive. That’s a fact. Christmas,
birthdays, just to be nice. Giving makes us feel
good. But there’s more to it – altruism is
important, looking after each other is vital,
sharing is the key.
When did you last give to charity?
Get on with it – fit it in!
Too often we wait until it’s a big event –
something like Children in Need or Armistice Day,
then we open our creaking wallets and push a
few coins towards a good cause to make us feel
better. Is this enough? No?
Giving and charity needs to be central to
everything we do…
Body text – you
are giving an
opinion
use
AFOREST to get
your points
across
Headline
Sub-heading –
can use a more
informal tone
Always write
in paragraphs
using TiPToP
Form (P2 Q5)
Transcript/Interview:
GCSE
INTERVIEWER: Here’s where I would write my
question. So, does this make sense?
PERSON: Well, yes. Here’s where I write my
answer. I would go into detail using a range of
sentences from SCS1 as well as suitable features
– SPAMROD to describe and AFOREST to
persuade.
Even though this is an interview, if I change topic,
time, person or place I would still change
paragraph.
INTERVIEWER: And when I interrupt to ask a
question you set the page out like this.
PERSON: Yes. Your questions come from the
sub-headings in the main exam question.
Names:
The first speaker
and the second.
Write them in
CAPITALS.
Make sure you
end the name
with a colon :
Text of the
conversation.
Use SCS1 and
features.
Always write
in paragraphs
using TiPToP
Enhance your GCSE analytical writing skills with tips on PEEE structure, language features, and structure mnemonic like NESTS for narrative voice. Dive into paragraphs, sentence structures, and descriptive/figurative language techniques. Explore the persuasive and rhetorical language elements like AFOREST, SPAMROD, and newspaper article form. Elevate your writing proficiency with detailed guidance and examples.
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Presentation Transcript
GCSE Analytical writing PEEE(L): Point your answer to the question; Evidence a quotation from the text; Explain what the quote means/effect on the reader; Explore analysis of language, features, structure, device, context, perspective Link link back to the question
GCSE Analytical writing Language and structure: what to look for Words types of words e.g. verbs, adjectives etc.; Phrases groups of words/short sentences; Language features SPAMROD/AFOREST; Language techniques tense, tone, direct address, pathetic fallacy, semantic fields etc.; Sentence forms SCS1.
GCSE Structure NESTS: Narrative voice End Start/beginning SUPPORT: Use this mnemonic as a guide to help you think about structure. Tense/turning point Sentences and paragraphs
GCSE Paragraphs Paragraphs: Time Place Topic Person
GCSE Monday, 23 September 2024 Sentences Sentence Structures: Simple Compound Subordinate 1word
GCSE Descriptive/Figurative Language (P1 Q5) SPAMROD: Simile Personification Alliteration Metaphor Repetition Onomatopoeia Description based on the 5 senses
GCSE Persuasive/Rhetorical Language (P2 Q5) AFOREST: EXTENSION FEATURES: Hyperbole exaggeration for effect or emphasis Litotes understatement for effect Irony expressing meaning by using language that suggests the opposite (last thing you would expect) Alliteration Fact Opinion Rhetorical question Emotive language Statistic Triples
GCSE Form (P2 Q5) Newspaper Article: TERROR ON THE STREETS! Body text uses features of SCS1, SPAMROD and AFOREST as newspapers often give opinion. Broadsheets tend to use more polysyllabic vocabulary. Headline known as a banner. In tabloids, often uses a pun There was panic in the streets of Portsmouth yesterday after a prolonged conflict between two rival gangs. A long running disputer for the past three years. Viciousassault A witness, Mrs Biddy, saw the fight from her living room. It was awful, she moaned. They were each other silly. Sub-heading used to separate the article into sections. Turf war The two groups, calling themselves Muppets the Losers have been involved in Why do we not use columns in an exam? the and slapping What would help create sub- heading in an exam?
GCSE Form (P2 Q5) Letter: Addresses 123 Fake Street Faketown Fakeshire FAKE 123 Yours top right Theirs to the left Date Mr Person 123 Person Street Persontown Personshire PERS 0N We DON T include these in an exam. Why? Monday 12th January 2015 Dear Mr. Person, Sign off. If you know the person use Yours sincerely, if you don t Yours faithfully Salutation: Blah blah blah . Yours sincerely, Dear Sir/Madam, or the name of the person you are writing to Body text in paragraphs using SCS1 and AFOREST C. O. M. Plainer
GCSE Form (P2 Q5) Blog: Body text you are giving an opinion use AFOREST to get your points across GIVING IS GREAT! We all like to receive. That s a fact. Christmas, birthdays, just to be nice. Giving makes us feel good. But there s more to it altruism is important, looking after each other is vital, sharing is the key. Headline When did you last give to charity? Get on with it fit it in! Too often we wait until it s a big event something like Children in Need or Armistice Day, then we open our creaking wallets and push a few coins towards a good cause to make us feel better. Is this enough? No? Sub-heading can use a more informal tone Always write in paragraphs using TiPToP Giving and charity needs to be central to everything we do
GCSE Form (P2 Q5) Transcript/Interview: Names: INTERVIEWER: Here s where I would write my question. So, does this make sense? The first speaker and the second. Make sure you end the name with a colon : PERSON: Well, yes. Here s where I write my answer. I would go into detail using a range of sentences from SCS1 as well as suitable features SPAMROD to describe and AFOREST to persuade. Write them in CAPITALS. Even though this is an interview, if I change topic, time, person or place I would still change paragraph. INTERVIEWER: And when I interrupt to ask a question you set the page out like this. Text of the conversation. Use SCS1 and features. Always write in paragraphs using TiPToP PERSON: Yes. Your questions come from the sub-headings in the main exam question.
