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Tips For Getting An A Star in English

This document provides tips for achieving high marks on the English Language and Literature GCSE exams. It outlines the structure and time allotted for each exam question and offers strategies for how to approach different question types, including: providing an introduction and conclusion, grouping and linking points, analyzing language use and effects on the reader, interpreting themes and meanings, and comparing ideas between texts. Key advice emphasizes close analysis of textual details, insightful exploration of deeper meanings, and using sophisticated vocabulary.

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Arvin Taylor
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125 views6 pages

Tips For Getting An A Star in English

This document provides tips for achieving high marks on the English Language and Literature GCSE exams. It outlines the structure and time allotted for each exam question and offers strategies for how to approach different question types, including: providing an introduction and conclusion, grouping and linking points, analyzing language use and effects on the reader, interpreting themes and meanings, and comparing ideas between texts. Key advice emphasizes close analysis of textual details, insightful exploration of deeper meanings, and using sophisticated vocabulary.

Uploaded by

Arvin Taylor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Tips for getting an A* in the English Language GCSE Exam

Starting the paper (10 minutes)

Skim through questions


Read through articles

1)

Question 1 (8 marks, 12 minutes)


Brief introduction (In the opening of the article, we learn.)
Group your points
Look for subtleties and inconsistencies (looks for sentences which dont make sense or
includes a contradiction)
Use several quotes
Short conclusion (optional)

However, further into the article, we learn


The writer suggests
Therefore
2) Question 2 (8 marks, 12 minutes)
Explain how the headline and picture are effective and how it linked to the text.
Brief introduction
Group your points (the headline, picture)
Look for perceptive points aka. avoiding the obvious. Focus on tiny details
Link your points to the article with quotes and use alternative interpretations
Short conclusion (optional)
The headline is effective because..
The headline links to the rest of the text.
The article is effective for a number of reasons
Secondly.
3) Question 3 (8 marks, 12 minutes)
Explain the writers thoughts and feelings
Brief introduction (list various feelings)
Paragraph on each feeling (explain and quote)
Look into deep thoughts, not the obvious
Comment on sentence length (when writers feel overwhelmed, the usually use long
sentences which makes the reader exhausted with the lack of commas or full stops;
short sentences are usually blunt)
Short conclusion (optional)
4) Question 4 (16 marks, 24 minutes)
COMPARE the way language is used for effect.
Brief introduction
Move past the obvious (look for humour, irony, satire, structure of techniques)
Write in paragraph pairs using sophisticated vocabulary. (Use quotes)
Conclusion
Things to compare:
Grammatical choices
Sentence length/type
Paragraph length
Style in general
5) Question 5 (16 marks, 25 minutes)

Writing in style.
Make sure you are familiar with various styles
Match your style to the purpose
Vary sentence length and type
Maximise your vocabulary variety
Try to be original (look beyond the question)
6) Question 6 (24 marks, 35 minutes)
Rhetorical questions
Statistics
Emotive language
Alliteration
Hyperbole
Repetition
Anecdotes
Direct address
(Vocabulary, spelling, punctuation)

How to achieve an A* in GCSE English Literature, Unit 1


40 minutes each on Section A and Section B 10 minutes (spare)

Insightful exploratory response to task/text:


Analyse the text looking into the inner character or underlying truth; look for deeper
meanings; symbolic meanings.
Look for a range of possible answers
Close analysis of detail to support interpretation:
Picking one word and analyse it in detail and its effect on the reader and why it is chosen.
Evaluation of the writers uses of language and/or structure and/or form and/or
form and effects on readers/audience:
Effects on the reader, obviously written so the writer has an interaction with the reader.
This s way of suggesting..
The effect on the reader is that they understand
Convincing/imaginative interpretation of ideas/themes:
With [insert poem here], the themes are

Writing is fluent and focused


Information presented clearly and accurately
Spelling used with a high degree of accuracy

The author uses language to symbolise.


Throughout the poem
We read that
The whole story is about
and the dialogue placement reflects this as
Similarly
An alternative interpretation
seems to be suggesting
Use quotes!

How to achieve an A* in GCSE English Literature, Unit 2


40 minutes on Section A, 25 minutes on Section B 10 minutes (spare)
Insightful exploratory response to text:
Analyse and look for the deeper and hidden meanings,
Suggesting several answers; alternative interpretations

Exploring the possible answers...


Close analysis of detail to support interpretation:
Use one word from the text and analysing it in detail, the effect it has on the reader and why
it was chosen.
Evaluation of writers uses of language and/or structure and/or form and effects on
reader:
Making a judgement on how effective the writers language is and how it effects the reader.
Convincing/imaginative interpretation of ideas/themes.
Evaluation comparison of ideas and/or meanings and/or techniques:
Compare the two poems, what do they do which is similar and what is different.
Evaluate selection of a range of telling detail integrated into comparison:
Give several interpretations in detail whilst comparing.

Information is presented clearly and accurately


Writing is fluent and focused
Spelling used with a high degree of accuracy

In this answer, I shall compare


To begin with
Both have a lot to say
.which can be found throughout the poem.
Today, this reference
This is a stark contrast.
However
One of the key phrases he/she chooses...
The connotation is that
One of the similarities in the poem
However, there are also some interesting differences
It is interesting to think about why the poet did this, and what it tells us about
It seems clear that.
In conclusion

How to approach the Unseen Poem GCSE English Literature, Unit 2


Step one: Think about the poet
Gender, date poem was written historical period
Step two: First, reading for literal meaning
Basic meaning, brief explanation

Step three: Think about the message/theme and deeper meaning.


Step

four: Analyse the language


Alliteration
Assonance repetition of vowel sounds
Consonance repetition of consonant sounds
Metaphor
Onomatopoeia
Personification
Repetition
Rhyme
Simile
Stanza

Explain why it is used.


Step five: Structure
How is the poem organised? When do stanzas change? Why?
Form the pattern of organisation that a poet chooses
How does the poet feel?
Why do they feel that way?
How do you know?

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