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GCSE AQA
GCSE English Language
is tougher than ever... GCSE AQA

English Language (For the Grade 9-1 Course)

...but don’t worry — this CGP book is focused on helping you do well in the exams!

• Every crucial GCSE reading and writing skill...

We’ve explained them all, backed up with example texts
English Language
• Exam-style questions with sample answers... For the Grade 9-1 Course
Yep, and they’re all written to match the AQA exams

• Top tips for spelling, punctuation and grammar...

Of course — they’re worth 20% of the marks!

• Fully worked sample exam with graded answers...

We take you through Papers 1 and 2, step-by-step

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The Revision Guide

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It’s another great book from CGP...

If you can read this, you obviously know a fair bit about English Language.
But to do well at GCSE, you’ll need to be able to analyse it in a lot more detail...

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you’ll need — each backed up with exam-style texts, questions and student answers.
And of course, it’s all perfectly matched to the new AQA course.

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 CONTENTS
Section One — Exam Basics
Exam Structure ..................................................................................................................................1
The Assessment Objectives ...............................................................................................................2
Paper 1 — Questions 1 and 2 ..........................................................................................................3
Paper 1 — Questions 3 and 4 ...........................................................................................................4
Paper 1 — Question 5 ......................................................................................................................5
Paper 2 — Questions 1 and 2 ...........................................................................................................6
Paper 2 — Questions 3 and 4 ...........................................................................................................7
Paper 2 — Question 5 ......................................................................................................................8
Planning Answers .............................................................................................................................9
P.E.E.D. ............................................................................................................................................10
Using Examples ...............................................................................................................................11
Writing Well ....................................................................................................................................12
Reading with Insight ........................................................................................................................14
Spelling, Punctuation and Grammar ................................................................................................16

Section Two — Reading — Understanding Texts

Information and Ideas ...................................................................................................................... 18
Audience ........................................................................................................................................ 20
Writer’s Purpose .............................................................................................................................. 21
Informative Texts ............................................................................................................................. 22
Entertaining Texts ............................................................................................................................ 23
Texts that Argue or Persuade ............................................................................................................ 24
Texts that Advise .............................................................................................................................. 25
Writer’s Viewpoint and Attitude ....................................................................................................... 26
Literary Fiction ................................................................................................................................ 27
Literary Non-Fiction ......................................................................................................................... 28
19th-Century Texts ........................................................................................................................... 29

Section Three — Reading — Language and Structure

Tone ................................................................................................................................................ 31
Style and Register ............................................................................................................................ 32
Words and Phrases .......................................................................................................................... 33
Metaphors and Similes .................................................................................................................... 35
Analogy ........................................................................................................................................... 36
Personification ................................................................................................................................. 37
Alliteration and Onomatopoeia ....................................................................................................... 38
Irony ................................................................................................................................................ 39
Sarcasm ........................................................................................................................................... 40
Rhetoric ........................................................................................................................................... 41
Bias ................................................................................................................................................. 42
Descriptive Language ...................................................................................................................... 43
Narrative Viewpoint ......................................................................................................................... 44
Structure — Whole Texts ................................................................................................................. 45
Sentence Forms ................................................................................................................................ 48
 CONTENTS
Section Four — Writing — Creative and Non-Fiction
Writing with Purpose ........................................................................................................................50
Writing for an Audience ...................................................................................................................52
Writing Stories .................................................................................................................................54
Writing Descriptions ........................................................................................................................57
Writing Newspaper Articles ..............................................................................................................58
Writing Leaflets ................................................................................................................................60
Travel Writing ...................................................................................................................................61
Writing Reports and Essays ...............................................................................................................62
Writing Reviews ...............................................................................................................................63
Writing Speeches ..............................................................................................................................64
Writing Letters ..................................................................................................................................65

Section Five — Paper 1 — Sample Exam and Graded Answers

Sample Exam — Paper 1 ................................................................................................................... 66
Exam Source ..................................................................................................................................... 68
Graded Answers — Question 1 ......................................................................................................... 69
Graded Answers — Question 2 ......................................................................................................... 70
Graded Answers — Question 3 ......................................................................................................... 72
Graded Answers — Question 4 ......................................................................................................... 74
Graded Answers — Question 5 ......................................................................................................... 76

Section Six — Paper 2 — Sample Exam and Graded Answers

Sample Exam — Paper 2 ................................................................................................................... 78
Exam Source A ................................................................................................................................. 80
Exam Source B ................................................................................................................................. 81
Graded Answers — Question 1 ......................................................................................................... 82
Graded Answers — Question 2 ......................................................................................................... 84
Graded Answers — Question 3 ......................................................................................................... 86
Graded Answers — Question 4 ......................................................................................................... 88
Graded Answers — Question 5 ......................................................................................................... 90

Glossary ............................................................................................................................................ 92
Index ................................................................................................................................................. 95
Published by CGP

Editors:
Emma Bonney
Joe Brazier
Emma Crighton
Anna Hall

With thanks to Holly Poynton, Matt Topping and Nicola Woodfin for the proofreading.
With thanks to Laura Jakubowski for the copyright research.

Acknowledgements:
AQA material is reproduced by permission of AQA.
With thanks to iStockphoto.com for permission to use the images on pages 27, 34, 61, 67 & 78.
Letter on page 30 to Princess (later Queen) Victoria from King Leopold I of Belgium, August 1832, from The Letters of
Queen Victoria, Volume 1 (of 3), 1837-1843.
Extract from The Snow Child by Eowyn Ivey on page 68 © 2012 Eowyn Ivey. Reproduced by permission of Headline
Publishing Group & Reagan Arthur Books/Little Brown and Company.
First interview on page 81 adapted from “Of the life of an orphan girl, a street-seller”, London Labour and the London
Poor, volume 1 by Henry Mayhew, published in the 1840s.
Second interview on page 81 adapted from “Of children sent out as street-sellers by their parents”, London Labour and
the London Poor, volume 1 by Henry Mayhew, published in the 1840s.

Every effort has been made to locate copyright holders and obtain permission to reproduce sources.
For those sources where it has been difficult to trace the copyright holder of the work, we would be grateful
for information. If any copyright holder would like us to make an amendment to the acknowledgements,
please notify us and we will gladly update the book at the next reprint. Thank you.

ENAR41DK

Clipart from Corel®

Based on the classic CGP style created by Richard Parsons.

Text, design, layout and original illustrations © Coordination Group Publications Ltd. (CGP) 2015
All rights reserved.

0800 1712 712 • www.cgpbooks.co.uk

 Section One — Exam Basics 1

Exam Structure
Understanding the structure of your exams can take some of the stress out of sitting them. If you know what
you’re up against, you’ll have a massive head start, leaving you free to run off into the sunset with all the marks...

You will sit two different papers

1) Paper 1 is called ‘Explorations in Creative Reading and Writing’ — it focuses on fiction.
2) Paper 2 is called ‘Writers’ Viewpoints and Perspectives’ — it focuses on non-fiction.
3) You will have 1 hour 45 minutes for each paper.
4) Both papers are split into two sections — Section A
Unfortunately, your
covers reading, and Section B covers writing.
‘explorations’ won’t actually
5) Each paper is worth 50% of the GCSE. involve leaving your desk.
|| | | | | | | | | | | | | | |
| | | | | | | | |

|| | | | | |
| | | | | | | | |
Have a look at pages | | | |
3-8 for more detail

|| | | | | |
Both papers have five questions... on the individual quest
ions on each paper.
| | | | | | | |
| | | | | | | | |
| | | | | | |
|| | | | | | | | | | | | |

For paper 1, there will be a question paper and a separate insert containing one extract from
a work of literary fiction — it will be from either the twentieth or twenty-first century.
PAP
E R1
You should spend the first 15 minutes reading through the source and the questions.
Section A: Reading is worth 40 marks. It has four questions:
• Question 1 is worth 4 marks. You should spend about 4 minutes on this.
• Questions 2 and 3 are worth 8 marks each. You should spend about 9 minutes on each of these.
• Question 4 is worth 20 marks. You should spend about 23 minutes on this.
Section B: Writing only has one question (there’ll be a choice of tasks, but you only need to do one):
• Question 5 is worth 40 marks. You should spend 45 minutes on this.
|
|| | | | | | | | | | | | | | | | | | |
| | | |
If you have any time left at
|| | | | | | | |

For paper 2, there will be a question paper and a separate insert containing two

||
| | | | | | |
the end of the exam, use it
non-fiction sources — one from the nineteenth century and one from either the to check through your wor
twentieth or twenty-first century (whichever wasn’t used in paper 1). k.
| | | | | | | | | | | |
|| ||
| | | | | | | | | |

You should spend the first 15 minutes reading through the sources and the questions. PAPE
R 2
Section A: Reading is worth 40 marks. It has four questions:
• Question 1 is worth 4 marks. You should spend about 4 minutes on this.
• Question 2 is worth 8 marks. You should spend about 9 minutes on this.
• Question 3 is worth 12 marks. You should spend about 14 minutes on this.
• Question 4 is worth 16 marks. You should spend about 18 minutes on this.
Section B: Writing only has one question:
• Question 5 is worth 40 marks. You should spend 45 minutes on this.

“How did you find the exam?” “It was just on the table...”
Make sure you’ve really got your head around this page, especially the number of marks available for each
question — if you allow just over one minute per mark, you’ll be on track to get everything finished in time.

Section One — Exam Basics

2

The Assessment Objectives

If you’ve got the basic structure of the exams covered, now’s a good time to get your head round each of the
questions in more detail. First up, the background to what the questions are about — the assessment objectives.

Each assessment objective refers to a different skill

1) The assessment objectives are the things that AQA say you need to do to get good marks in the exam.
2) They’ll come in handy when you’re working out what you need to do for each of the questions — there’s
more on how each of the assessment objectives apply to the individual questions on pages 3-8.
3) These exams test assessment objectives 1 to 6. Here’s a brief description of each of them:

Assessment Objective 1

• Pick out and understand pieces of explicit and implicit information from the texts.
• Collect and put together information from different texts.

Assessment Objective 2

• Explain how writers use language and structure to achieve their purpose and influence readers.
• Use technical terms to support your analysis of language and structure.

Assessment Objective 3

• Identify different writers’ ideas and perspectives.

• Compare the methods used by different writers to convey their ideas.

Assessment Objective 4

• Critically evaluate texts, giving a personal opinion about how successful the writing is.
• Provide detailed evidence from the text to support your opinion.

Assessment Objective 5

• Write clearly and imaginatively, adapting your tone and style for various purposes and audiences.
• Organise your writing into a clear structure.

Assessment Objective 6

• Use a wide variety of sentence structures and vocabulary, so that your writing is clear and purposeful.
• Write accurately, paying particular attention to spelling, punctuation and grammar.

Understanding the assessment objectives is the key to success...

Once you’re up to speed on all these assessment objectives, check out the next six pages. They’ll show you
how to successfully unleash this new knowledge on each of the questions so you know what to expect.

Section One — Exam Basics

 3

Paper
Ctrl +1 Shift
— Questions
+ Click to
1 and
Edit 2
The first question on paper 1 is pretty straightforward — you just need to do a bit of fact-finding. Question 2
requires a bit more thought, but it’s a great opportunity to show off your analytical skills. Oooh... flashy.

You need to find four facts for question 1

1) Question 1 will test the first part of assessment objective 1 — it will
test your ability to find information or ideas in the text.
2) Most of the information you’ll be asked to find will be explicit
(it will be obviously written out in the extract), but keep an eye out for implicit
information too (information that needs to be worked out from what is said in the text).
3) The question will usually look something like this:
PAP
E R1
0 1 Read again the first part of the source, lines 1 to 7.
List four things from this part of the text about the inside of the house.
The facts that you use
in your answer must [4 marks]
come from the part of You just need to list the facts This part of the question
the text mentioned in (in quotes or your own words). will change depending You’ll get one mark for each
the question. There’s no need to write on the topic of the text. fact that you find.
anything else about them.

Question 2 is about the effects of language on the reader

1) This question will test the language part of assessment ||
|| | | | | | | | | | | | | | | | | | | | | | | | | | | |

The structure part of assessment

|| |
| | | | | | | |

objective 2 — you’ll need to write about how the writer

|
objective 2 will be covered in

| | | | |
uses language to achieve effects and influence the reader. paper 1, question 3 (see page 4).
|

||
| | | | | | | | | | | | | | | | | | | | | | | | | | | |

2) The question will usually look something like this:

PAP
ER1
Make sure you only analyse
this part of the text.
0 2 Look in detail at lines 11 to 20 of the source.
How does the writer use language to describe the atmosphere in the room?
For questions that ask You could include the writer’s choice of:
‘how’ the writer has
done something, you • words and phrases
need to write about the This part of the question
methods the writer has • language features and techniques will change depending on
used and their effect on the purpose of the text.
the reader. In this case
• sentence forms.
you need to focus on Try to use technical terms
[8 marks]
the effects of the writer’s Make sure your answer to describe the writer’s
language on the reader. includes quotes that use of language.
demonstrate each of the things
mentioned in the bullet points.

It’s like the world’s dullest treasure hunt...

Ok, so it’s an exam not a treasure hunt, but finding those four golden facts is super important. Question 1 is a
great opportunity to pick up some easy marks before you have to tackle the more complex questions.

Section One — Exam Basics

 4

Paper
Ctrl +1 Shift
— Questions
+ Click to
3 and
Edit 4
Question 3 is a pretty similar deal to question 2, except it’s about structure rather than language.
After that though, you’re into the big leagues — question 4 weighs in at an impressive 20 marks...

Question 3 asks about the writer’s use of structure

1) This question will test the structure part of assessment objective 2 — you’ll need to
write about how the writer uses structure to achieve effects and influence the reader.
2) The question will usually look something like this: PAP
ER1

0 3 You now need to think about the whole of the source.

This text is from the ending of a novel. Make sure you look at the
overall structure of the text.
How has the writer structured the text to hold the reader’s attention?

This is another
You could write about:
‘how’ question • what the writer focuses your attention on at the beginning
— you need This part of the question
to write about • how and why the writer changes this focus as the extract develops will change depending on
the structural the purpose of the text.
techniques the • any other structural features that interest you.
writer has used to
produce the desired [8 marks]
Make sure your answer includes Try to use technical
effect on the reader.
examples of each of the things terms to describe the
mentioned in the bullet points. writer’s use of structure.

You need to give a personal judgement for question 4

|| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
1) This question will test assessment objective 4 — you’ll need ||
Question 4 is synoptic — which means you’ll

| | | | | | | ||
| | | | | | |

to evaluate the text critically and give a personal response. need to use everything you’ve learnt across
the whole course to answer it properly.
2) The question will usually look something like this:
||

PAP
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

E R1

0 4 Focus this part of your answer on the second half of the source, from line 18 to the end.
A student, having read this section of the text said: “The writer has created a
Make sure you
very lifelike set of characters. You feel as if you really get to know them.” only analyse this
To what extent do you agree? part of the text.

In your response, you could:

You need to write This statement will be tailored
about your own • write about your own impressions of the characters to the specific text. It’ll usually
opinion of the text focus on the writer’s techniques
and the methods • evaluate how the writer has created these impressions and their effect on the reader.
the writer has
• support your opinions with quotations from the text.
used to make you
feel like this. [20 marks]
Make sure you provide lots of evidence to back up your points.

It’s time to get up close and personal...

To get all the marks for question 4, you need to provide a personal evaluation of the text and back it up with
detailed evidence — use a range of short examples from the text to show what you’ve based your opinion on.

Section One — Exam Basics

 5

Paper
Ctrl 1 —+Question
+ Shift 5
Click to Edit
By the time you’ve got to question 5, you’re halfway. The reading is behind you, but the writing is still to come...

You only need to do one of the tasks for question 5

1) Question 5 is a creative writing task that will test assessment objectives 5 and 6 — examiners will
be looking for you to produce an interesting, well-organised and accurately written piece.
2) There will be a choice of tasks, but you only need to do one.
3) The tasks will usually be on a similar theme to the text from the reading section.
4) The question might look something like this:
Question 5 is the only question
This question is worth in the writing section.
40 marks, so you Section B: Writing
need to write quite
You should spend about 45 minutes on this section of the paper.
a lengthy answer PAP
— making a plan You are advised to plan your answer. E R1
will help you to make
sure your answer is Write in full sentences.
well organised.
Leave enough time to check your work.

0 5 You are going to enter a creative writing competition.

You will be judged by a panel of your teachers. The question will always give
you a specific purpose, form
Either:
and audience — you need to
Write a description suggested by this picture: show that you’ve adapted your
writing style to match these.

Make sure you only One of the tasks will ask

do one of the tasks. you to respond to a prompt.
It might be a picture, a
scenario or a statement.

Or:
Write the opening part of a story about camping in a remote location.
(24 marks for content and organisation
You should make your writing as
16 marks for technical accuracy)
engaging as possible — try to [40 marks]
use a wide variety of structural Loads of the marks for this
features and vocabulary. There’s question are awarded for
There are also quite a few marks available for
more on this on pages 54 to 57. assessment objective 5 — so
assessment objective 6 — make sure you’ve
you need to make sure your
used Standard English throughout your
writing is clear, imaginative
answer and your spelling, punctuation and
and well structured.
grammar are accurate (see pages 16 and 17).

I like what you’ve done here. It’s... err... creative...

This is your chance to show your creative side — the examiners want you to show that you can be imaginative.
Make sure you use lots of descriptive language and try to produce as interesting a piece of writing as possible.

Section One — Exam Basics

 6

Ctrl +2 Shift
Paper + Click to
— Questions Edit 2
1 and
Paper 2 starts with a couple more fact-finding questions, but this time there’s a twist. In question 1, you’ll have
to avoid some sneaky falsehoods, and in question 2 you’ll need to summarise information from both sources.

You need to find four facts in question 1

1) This question will test the first part of assessment objective 1 — you
will need to show that you can find information or ideas in the text.
2) The question will usually look something like this:
PAPE
R 2
0 1 Read again source A, from lines 1 to 11.
Choose four statements below which are TRUE.
You can only pick There are 4 true
out facts from this • Shade the boxes of the ones that you think are true statements and 4 false
part of the text. statements. You just need
• Choose a maximum of four statements.
to pick out the 4 true ones.

It’s important A Aaron’s parents think he goes to football every Thursday.

that you only
select four B Aaron would like to be better at sport.
statements.
C Aaron really likes board games.
D Aaron admires his brother.
E Aaron has a good relationship with his parents.
The facts might
be implicit or F Aaron enjoys school.
explicit. Look
at the tone of
G Aaron is a high-achiever at school.
the text for help H Aaron likes living in Manchester.
with the more You’ll get 1 mark for each
implicit ones. true statement you find. [4 marks]

Question 2 asks for facts from both sources

1) Question 2 will test both parts of assessment objective 1 — it will test your ability
to find information and ideas in two sources and summarise what you find.
2) The question will usually look something like this:
PAPE
R 2
0 2 You need to refer to source A and source B for this question:

Pick out bits

Use details from both sources.
of implicit and Write a summary of the differences between Jane and Mrs Silverton.
explicit information [8 marks]
to support your The question is asking you to summarise
points. Remember The question will always ask about something
information from both texts — use linking words that both texts have in common — it might
to include quotes. to show you’re thinking about both texts together. be a topic or a pair of characters.

Some of those ‘facts’ are as fake as Father

a five pound
Christmas...
coin...
For these questions, you
you need
need to
to show
show that
that you’ve
you’vereally
reallyunderstood
understoodthethetexts.
texts. Don’t
Don’tget
getled
ledastray
astrayby
bythose
any
seductive fake
false facts
statements,
in Question
and try
1, and
to make
try toreally
makeperceptive
really perceptive
links between
links between
the sources
the sources
in question
in Question
2. 2.

Section One — Exam Basics

 7

Paper
Ctrl +2 Shift
— Questions 3 and
+ Click to Edit 4
Question 3 on paper 2 is pretty similar to question 2 on paper 1 — it’s all about how the writer has used language.
Question 4 is about attitude — and I don’t mean the it’s-7am-of-course-I-don’t-want-any-breakfast kind.

Question 3 covers the effects of the writer’s use of language

1) This question will test the language part of assessment objective 2 — you’ll need to write
about how the writer uses language to achieve effects and influence the reader.
2) The question will usually look something like this:
PAPE
R 2
0 3 You now need to refer only to source B, the entry from Jenny’s diary.
How does Jenny use language to express her frustration?

This is another ‘how’ question, [12 marks]

so you need to write about Your answer Try to refer specifically
the techniques the writer has should include to particular words, This part of the question
used to achieve their purpose. lots of quotes and phrases, language will change depending on
Have a look at paper 1, technical terms to features and techniques. the purpose of the text.
questions 2 and 3 for other back up your points.
examples of ‘how’ questions.

| | | | | | | | | |
| | | | | | |
| | | | | | | | | | |
| ||

| | | |
which
Question 4 is synoptic —
| | | | | | | | ||
use eve rything
means you’ll need to
Question 4 asks you to compare perspectives

| | | | | | |
acr oss the wh ole
you’ve learnt
rse to ans wer it pro per ly.
cou
| | | | | |
| | | | | | | | | |
|
| |

1) This question will test assessment objective 3 — you’ll need to identify and
| | | | | | | | | | |
| | |

compare different writers’ attitudes and perspectives, and how they’re conveyed.
2) The question will usually look something like this: PAPE
R 2

0 4 For this question, you need to refer to the whole of source A together with source B.
Compare how the two writers convey their different attitudes to dieting and healthy eating.
In your answer, you should:
Make sure you This part of the
cover everything • compare their different attitudes question will
mentioned change depending
in the bullet • compare the methods they use to convey their attitudes on the topics
points — you covered in the texts.
need to write • support your ideas with quotations from both texts.
about what the
writers’ attitudes [16 marks]
are and how Try to identify how the writers have used
they are similar Make sure you give quotes and language and structure to show subtle
or different. examples from both sources. differences in their attitudes. This will show the
examiner that you’ve really understood the text.

Hmmm... I’m sure I’ve seen this before...

Question 3 is very similar to question 2 on paper 1, but don’t forget — it’s worth quite a few more marks.
Question 4 is your chance to bring all your skills together and really show that you’ve understood the texts.

Section One — Exam Basics

8

Ctrl
Paper
+ Shift
2 —+Question
Click to Edit
5
And last but definitely not least, it’s time for paper 2, question 5. It’s another whopping 40 mark
writing task, but this time it’s about giving your own perspective on a theme.

The last question is a writing task

1) Question 5 is a writing task that will test assessment objectives
5 and 6 — examiners will be looking for you to produce an
interesting, well-organised and accurately written piece.
2) You’ll need to write in the form of a non-fiction text,
such as a newspaper article. Joe’s perspective
on the
issue was: ‘from ab
3) The question will ask you to give your own perspective on a similar ove’.

theme to the one covered in the reading section of the paper.

4) The question will usually look something like this:

Question 5 is the only

question in the writing section. PAPE
R 2
This question is worth
40 marks, so you Section B: Writing
need to write quite
a lengthy answer You should spend about 45 minutes on this section of the paper.
— making a plan
will help you to make
You are advised to plan your answer.
sure your answer is Write in full sentences.
well organised.
Leave enough time to check your work.

The task will

usually ask you
to respond to a
prompt. It might
0 5 ‘School uniforms are a pointless expense. They are never worn correctly, be an opinion,
a scenario or a
they are uncomfortable and they restrict pupils’ creativity.’ statement.
Write a letter to your headteacher, in which you persuade them
to agree with your point of view on this statement.

(24 marks for content and organisation

The question will 16 marks for technical accuracy)
always give you a
specific purpose, Loads of the marks for this [40 marks]
form and audience question are awarded for
— you need to show assessment objective 5 — so
There are also quite a few marks available for
that you’ve adapted you need to make sure your
assessment objective 6 — make sure you’ve
your writing style to writing is clear, imaginative
used Standard English throughout your
match these. and well structured.
answer and your spelling, punctuation and
grammar are accurate (see pages 16 and 17).

Your true colours need to do more than just shine through...

They need to be glaringly obvious in this question. Your own point of view is pretty important here, but you
also need to make sure the way you deliver it is well-suited to the purpose, form and audience of the text.

Section One — Exam Basics

 9

Planning Answers
Now you know all about what to expect from the questions, the next few pages will help you with the
basics of how to answer them. First up, what to do before you start scribbling away at the answers...

Read the questions carefully and calmly

1) You should give yourself 15 minutes to read through the questions and the texts at the start of the exam.
2) Always read the questions before the exam texts — that way, you’ll know what to look out for.
3) Make sure you’re clear about what the questions are asking you to do by underlining the key words.

0 2 Write a summary of the differences between the two main characters. PAPE
R 2

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4) Once you’ve read the questions, carefully read through the texts. | | | | | | |

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Remember, it’s yo | | | | | |
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ur exam paper an

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It’s a good idea to highlight key words or phrases that will help you can write on d
it if it helps you. | | | | |
you to answer the questions — but don’t spend ages doing this.
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Jot down your main ideas before you start writing

1) Don’t spend too much time planning. You don’t need to do a plan for the simple fact-finding
questions, but you might want to jot down some points and highlight the texts for some of the
other reading questions. You should do a plan for the writing questions on both papers.
2) Don’t go into too much detail — just get your main ideas down, and outline the structure of your answer.

PAPE
0 5 ‘Modern music glorifies violent and criminal lifestyles and should be banned.’ R 2

Write a speech, to be delivered in your school assembly,

in which you argue for or against this statement.

PLAN Make sure you’re

Make sure clear about
your points
Para 1 — Intro which side you’re
are linked to “My fellow students” etc, don’t listen to critics - we’re currently in golden arguing for before
the question you start.
— think about era of music.
purpose, form Para 2 — Not all modern music glorifies violence - give examples.
and audience.
Para 3 — It’s not just modern music - old music did this too. Give examples.
Para 4 — People aren’t robots - won’t just become violent by listening to music. To save time, write
Para 5 — Ban = bad for freedom of expression. Censorship. Slippery slope etc. in note form.
Briefly outline
the focus of Para 6 — Conc
each paragraph. Critics = out of touch. Haven’t really listened to much ‘modern music’.
Modern music = celebration of choice.

A plan is like a nice hot water bottle...

... useful and comforting when you need it, but you don’t need it all the time. You won’t need to plan for
every question, but it’s a good idea to make a brief plan to help you tackle some of the longer answers.

Section One — Exam Basics

10

P.E.E.D.
You can have loads of great ideas in your answers, but you won’t get good marks unless you explain and
develop them properly. That’s where P.E.E.D. comes in — use it wisely my young apprentice...

P.E.E.D. stands for Point, Example, Explain, Develop

To write good answers for the longer reading questions (2-4 on both papers), you must do four things:

1) Make a point to answer the question you’ve been given.

2) Then give an example from the text (see page 11 for more on this).
3) After that, explain how your example backs up your point.
4) Finally, develop your point — this might involve saying what the
effect on the reader is, saying what the writer’s intention is, linking
your point to another part of the text or giving your own opinion. “That wasn’t really the kind
of back up I was thinking
of...” thought the sergeant.
The explanation and development parts are very important.
They’re your chance to show that you really understand and
have thought about the text. Here are a couple of examples:

PAPE
How does the writer use language to show how she feels about school dinners? R 2
0 3

The writer feels quite angry about school dinners. She says This is your
This is example.
your point. school food is “pallid, tasteless pap”. The word “pap” has a
disgusted sound to it. It emphasises how appalled she is at the This bit is your
low quality of the food. I think the writer’s intention is to show explanation.

This is where you

that it isn’t surprising that school dinners are unpopular. She is
develop your point implying that schools should provide food that isn’t disgusting if
further.
they want children to eat it.

PAP
E R1
0 3 How has the writer structured the text to show how he is feeling?

This introduces the main The writer sounds as if he is confused. For example, he starts
point of the paragraph. A structural feature
each paragraph with a question, giving the impression that he doesn’t is the example here.
This explains understand what’s happening to him. This is reinforced by the writer’s
the effect of
the example.
use of flashbacks throughout the extract, which give a further sense of This links the point
with another part
how erratic his thoughts are. The writer’s confusion creates a sense of of the text.
This develops the unease in the reader, leading them to question their own understanding
point further.
of the issue.

Would you like to share the joke with the rest of the class?
There are other versions of P.E.E.D., but they all mean similar things — P.E.E.R. (Point, Example, Explain,
Relate), P.E.E.C.E. (Point, Example, Explain, Compare, Explore). I just chose P.E.E.D. because it tickles me...

Section One — Exam Basics

 11

Using Examples
This page has some nifty tips about the first ‘E’ in P.E.E.D. — giving examples to back up your points.

Use details from the text to back up your points

1) Whenever you make a new point, you need to use short pieces of evidence from the text to back it up.
2) You should try to use a mix of different sorts of evidence.
3) If you’re using quotes, try to keep them short. It’ll really impress
the examiner if you embed them in a sentence, like this: | || | | | | | | | | | | | | | | |
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Using short embedded quo | | | | |

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tes like this

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lets you combine the ‘examp

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The writer refers to the situation as “indefensible”, suggesting le’ and
‘explain’ parts of P.E.E.D. in
that he is extremely critical of the way it has been handled. one sentence.
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4) Paraphrased details from the text also work well as examples. You just need to describe
one of the writer’s techniques, or one of the text’s features, in your own words, like this:

The writer begins the paragraph with a rhetorical

question that emphasises her feelings of disgust.

5) Here are a couple of examples to show you how to work your evidence into your answer:

PAP
E R1
0 2 How does the writer use language here to describe the fire?

The writer uses various linguistic devices to demonstrate how powerful Your example could just
be a description of one of
the fire is. At the start of the extract, he paints a vivid picture of the fire as the writer’s techniques.
Embedding
short quotes a “pageant” of colour. He then uses a metaphor to equate the destructive
will help your power of the fire with that of a beast that is tearing down the workshop and
answer to flow
smoothly. “devouring” it. All of these images make the fire seem impressive and potent.

PAPE
R 2
0 4 Compare how the two writers convey their different attitudes to international travel.

Try to include The author of source B has a very negative attitude towards international
a good balance travel. In her opening paragraph, she uses a long sentence that is packed with
of quotes and
references to negative verbs and adjectives, including “delayed” and “dreary”, to convey the
the text. hassle of long-distance travelling and to make the reader feel weary. By If you need to use a
longer quote, make sure
contrast, the author of source A demonstrates a much more positive attitude, you copy it correctly
opening her letter with the short but decisive sentence, “The journey was a and use the correct
punctuation.
perfect joy!” which sounds energetic and cheerful.

Always make sure I’ve P.E.E.D. on my work... can I quote you on that?
Backing up your points with evidence from the text is a sure-fire way to impress the examiners. Then, you just
need to explain the evidence and develop your point, and you’ll be well on your way to P.E.E.D. perfection.

Section One — Exam Basics

12

Writing Well
A big chunk of the marks in these exams are for how you write rather than what you write. The next two
pages will give you tips on how to write well for the longer reading questions (2-4 on both papers).

Keep your writing formal but interesting

1) For these exams, it’s important that you write in Standard English.
2) Standard English is the version of English that most people think is ‘correct’. There are a
few simple rules that you can follow to make sure you’re writing in Standard English:

• Avoid using informal words and phrases (e.g. putting ‘like’ after sentences).
• Avoid using slang or local dialect words that some people might not understand.
• Avoid using clichés (words and phrases that are so commonly
used that they’ve lost their effect) like ‘at the end of the day’.
• Use correct spelling, punctuation and grammar (have a look at pages 16-17).

3) You should also try to make your writing as engaging as possible by using things like
varied sentence lengths and interesting vocabulary. For example, don’t overuse the
word ‘nice’ — try to use other adjectives like ‘admirable’ or ‘charming’ instead.

Use clear explaining words and phrases

1) You should use explaining words and phrases to make your answers easy to follow.

This signifies that... This highlights the fact that... This image reflects...

This is reminiscent of... Furthermore... This continues the idea of...

2) Using words and phrases like these makes your writing sound more professional.
3) They’re also really useful when it comes to P.E.E.D. (see page 10). They help you to
link the explanation and development parts of your answer to your main point.
4) Here’s an example of how to use explaining words and phrases to improve your answer:
PAPE
R 2
0 4 Compare how the two writers convey their different attitudes to volunteering.

Start your paragraph with In source A, the writer suggests that volunteering programmes are
a new point, and back it beneficial because they educate young people in “the ways of giving
up with evidence from the Use explaining
text. Then, explain how this and sharing” and encourage young people to do good work for their words and phrases
evidence supports your point. to show that you’ve
community. This builds on the idea that young people should do more developed your point.
to help people less fortunate than themselves. Furthermore, it has a
persuasive effect on the reader and makes them feel that they should
This develops the get involved in charity work.
point by showing its
effect on the reader.

Section One — Exam Basics

 13

Writing Well
Use paragraphs to structure your answer
1) You need to organise your points clearly and link them together
— to do that you need to write in paragraphs.
2) You can use different paragraph structures to organise your points in different ways. For example:

• You could write a paragraph for every point you want to make, and
each paragraph could have a P.E.E.D. structure (see page 10). ||
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However you structure

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• You could make two points that contrast or agree with each other your paragraphs, make sure
within a paragraph — this can be useful when comparing two texts. you include all the parts of

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P.E.E.D. in your answer.

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• You could make one point and link together lots of examples with
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different explanations within a paragraph.

3) Linking your paragraphs together smoothly makes your writing sound confident
and considered. You could use linking words like these to help you do this:

However... In contrast... On the other hand... Equally...

In the same way... In addition... Alternatively... Conversely...

4) Take a look at the answer below for an example of how to use paragraphs effectively:
PAP
E R1
0 2 How does the writer use language here to create mood?

The writer uses a particular range of vocabulary to create a sombre mood in

The beginning the extract. Adjectives like “dismal” and “bleak”, as well as verbs like “creaked”
of a paragraph needs
to show what the and “yawned” seem to build up and gradually make the reader feel more
paragraph is about. melancholy and unnerved. They give the sense that something bad is about
Try to link it to the key
words in the question. to happen. You could link a new
paragraph with a
Although the narrator’s use of particular adjectives and verbs is important, it’s previous paragraph.
This is a new point,
not the only way in which the writer uses language to create a tense mood. Later
so it’s in a new in the extract, the writer also uses personification as a method of creating mood.
paragraph.
He focuses specifically on the weather, bringing the rain and fog to life in order to
create an eerie atmosphere. The personification of the rain as “stealthy” makes it This answer fully
seem menacing, whilst the image of it “knocking furtively at the door” adds to this develops each new
point, covering
Use linking words and mysterious atmosphere and makes the reader feel worried about what is going to all the different
phrases to show that
happen next. parts of P.E.E.D.
you are introducing
a comparison or
contrast with a
In the same way, the writer also uses onomatopoeia, like the rain’s “unsettling
previous paragraph. pattering” and the hedge’s “curious rustling” to reinforce the mood of the piece.

Make sure your answer is a model of structural perfection...

... and I’m not talking about cheekbones. Organise your ideas into paragraphs, and use the phrases on this page
to link them together smoothly. A clear structure will show the examiner that you’ve thought about your answer.

Section One — Exam Basics

14

Reading with Insight

To get the top grades, you need to show that you can ‘read with insight’ — you’ve got to make it clear that you’ve
worked out what the text is saying beyond the blatantly obvious. Think of it like detective work, my dear Watson...

You need to look beyond what’s obvious | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ||

Looking beyond what’s obvious will

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help you to make sure you’ve done
1) You may understand the facts a writer gives you, but you’ll need to the ‘D’ part of P.E.E.D. — look back
at p.10 for more on this.
write about more than just those facts in your answers. ||
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2) You can show insight if you work out what the writer’s intentions are and how they want the reader to feel.
3) Here are a couple of examples of the kinds of things you could write:

The rhetorical questions make the reader doubt Think about the reasons why the writer has
whether homework is a good thing. The writer included certain features — show you’ve
seems to want to make readers feel guilty. understood their intended effect on the reader.

There is a strong sense that the writer is suffering after You could comment on the writer’s
the loss of his friend. Perhaps the writer felt he needed attitude and why you think they
to make sure the memory of his friend was kept alive. chose to write the piece.

Show you’ve thought about the writer’s intentions

PAP
E R1
0 4 A student, having read this section of the text said: “Lilian is essentially an
unlikeable character”.
To what extent do you agree?

Dylan glowered across the table at Lilian. She was composed and collected,
her pointed, reptilian features gathered into an expression of infuriating complacency;
as he watched, a smug smile flickered at the edges of her mouth. She knew she
had won.
There hadn’t even been a discussion. Lilian had been cool and emotionless,
the picture of relaxed indifference. Her cruel blow, calculated to achieve maximum
damage with minimum effort, had been delivered with the sniper-like accuracy that
Dylan had always known she was capable of. Reeling from the shock of her abrupt
revelation, Dylan barely had time to collect himself before the others had arrived.

Always show how I agree that Lilian is portrayed as an unlikeable character in this extract.
your interpretation is She is depicted as “smug” and she appears to be gloating. However, even though Try to pick out how
based on the text. the writer has made
the writer is using the third-person, he is still showing us Lilian from Dylan’s you feel like this.
perspective. He has clearly been offended by her and so is biased against her.
Try to offer an Some readers might side with Dylan against Lilian, finding her arrogant and
alternative interpretation
that goes beyond what malicious. Having said that, other readers might suspect that Dylan’s pride has Show you’ve
is obvious in the text. been wounded, and he is being overly harsh on Lilian as a result. Personally, I thought about
what the writer is
think the writer is using this description of Lilian to influence the reader’s opinion trying to achieve
of both her and Dylan by demonstrating that they both have flaws. beyond the obvious.

Section One — Exam Basics

 15

Reading with Insight

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Inference means working things out from clues Making inferences is especially

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important for paper 2, which
is all about writers’ viewpoints
1) Writers don’t usually make things obvious — but you can use evidence from and perspectives.
the text to make an inference about what the writer really wants us to think.
|
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2) You need to analyse details from the text to show what they reveal about the writer’s intentions:

The writer uses words like “endless” and “unoriginal”, The writer’s language indicates
which imply that he did not enjoy the film. their emotions and attitude.

The writer sounds sarcastic when she The writer will often use tone (see
calls the contestants “the finest brains page 31) to imply what they really
the country could scrape together”. mean — look out for sarcasm or bias.

3) You could use phrases like these to show that you’ve made an inference:

The writer gives a sense of... The writer appears to be... This suggests that...

Try to read between the lines PAPE

R 2

0 3 How does the writer use language to show how she feels about the Internet?

In today’s world we are plagued by information. Gone are the days of blissful
ignorance; instead we inhabit an era of awareness, where the invention of the Internet
has brought the sum total of the world’s knowledge to our fingertips. It has reduced
us to a collection of walking, talking encyclopaedias. We are gluttons for information,
and yet the immediate availability of this information has irrevocably extinguished the
dying embers of our curiosity. No longer do we wonder about anything, we simply
look it up. I am willing to concede that the Internet might be one of man’s greatest
inventions, but hey, so was the atomic bomb.

Use words like The writer makes quite a lot of seemingly positive claims about the Internet:
‘seemingly’ to show Your inferences could
that you’ve thought she grandly asserts that it has created “an era of awareness” that has brought be based on the
about the meaning general feeling you get
of the text beyond
all the world’s knowledge “to our fingertips”. However, the tone of the text from reading the text.
the obvious. suggests that she has a negative attitude towards the Internet. She uses words
like “plagued” and “gluttons” to describe the availability of information and Think about how the
seems nostalgic about the ‘“blissful ignorance” that existed before its invention. tone changes over the
Analyse the writer’s course of the text.
individual word She sounds reluctant to admit that the Internet is “one of man’s greatest
choices for clues inventions” and her sarcasm is made plain when she says, “but hey, so was the
about their attitude Writers will often
(see pages 33-34). atomic bomb.” use sarcasm to imply
what they really
mean (see page 40).

Make sure you’re reading with insight of a cup of tea...

Keep an eye out for any clues that might reveal how the writer has crafted their text to have a particular
effect on the reader — they’ve certainly got a few tricks up their sleeves, these pesky writers.

Section One — Exam Basics

16

Ctrl Punctuation
Spelling, + Shift + Click
andtoGrammar
Edit
A great way to make sure you grab a few easy marks in these exams is to use correct spelling, punctuation
and grammar, or SPaG for short. These pages should help you to avoid the most common SPaG errors...

SPaG is especially important for the writing questions

1) It’s important that you use correct spelling, punctuation and grammar in all of your answers.
2) However, it’s particularly important for the writing questions (question 5 on both papers), as
they will test your ability to write accurately and clearly — which includes good SPaG.
3) Here are some tips to help keep your writing as accurate as possible.

Spelling

1) Avoid common spelling mistakes, like ‘their’, ‘they’re’ and ‘there’ or ‘where’, ‘were’ and ‘wear’.
2) Remember that ‘affect’ is a verb, e.g. ‘the simile affects the mood of the text’,
but ‘effect’ is a noun, e.g. ‘the interruption has a shocking effect on the reader’.
3) Always write words out in full — avoid abbreviations like ‘etc.’ and ‘e.g.’, and don’t use text speak.
4) Make sure any technical terms, like ‘metaphor’ or ‘onomatopoeia’, are spelt correctly.
5) Make sure any information taken from the extract, such as the writer’s name, is spelt correctly.

Punctuation

1) Make sure you’ve used full stops at the end of sentences and question marks at the end of questions.
2) Use commas to separate items in a list or when you’ve used more than one adjective.
3) Use a comma when you use a joining word like ‘and’, ‘so’ or ‘but’ to link two points together.
E.g. ‘Jeremy says he isn’t bothered by Mandy’s behaviour, but his body language suggests otherwise.’
4) You should also use a pair of commas to separate extra information in a sentence.
E.g. ‘Ranjita, who is much calmer than Ashanti, does not respond to her father’s taunting.’
5) Don’t confuse colons and semi-colons.
• Colons can be used to introduce a list or if you want to add a
piece of information that explains your sentence.
• Semi-colons can separate longer phrases in a list, or they can be used to join two sentences
together — as long as both sentences are about the same thing and make sense on their own.

Grammar

1) Don’t change tenses in your writing by mistake.

2) Don’t use double negatives, e.g. ‘There wasn’t no reason’ should be ‘There wasn’t any reason’.
3) Remember ‘it’s’ (with an apostrophe) is short for ‘it is’ or ‘it has’. ‘Its’ (without an apostrophe)
means ‘belonging to it’.
4) Never write ‘should of’ — it’s always ‘should have’, ‘would have’, ‘could have’.
5) Start a new paragraph for each new point. Show that it’s a new paragraph by
starting a new line and leaving a gap or indent before you start writing.

Section One — Exam Basics

 17

Spelling,
Ctrl Punctuation and
+ Shift + Click toGrammar
Edit
Check over your work when you’ve finished
1) Try to leave a few minutes at the end of the exams to check your work.
2) There might not be time to check everything thoroughly. Look for
the most obvious spelling, punctuation and grammar mistakes.
3) Start by checking your answers to the writing questions (question 5 on both
papers), as these are the ones where you get the most marks for accuracy.
4) Here are some tips for correcting any mistakes that you find:

• If you find a spelling mistake, put brackets around the word, cross it out
neatly with two lines through it and write the correction above.
• If you’ve written something which isn’t clear, put an asterisk (*) at the end of the sentence.
Put another asterisk at the end of your work, and write what you mean beside it.
• If you realise you should have started a new paragraph, put // to
show where it starts and write “(para)” in the margin.
• If you find you’ve missed out a word or two, put a “^” where the
words should go, then write them in above the line.

Make corrections as neatly as possible PAP

E R1

0 5 Write the opening part of a story that takes place in a park on a hot summer day.

Accuracy is
The air was stiflingly hot. Monica could feel a dewy coating of sweat materialising important, but
reclined
on her clammy skin as she in the middle of the park. She kept one eye on the don’t let it put
Make sure you use ^
romantic novel that she held in her hand, and the other peering through the summer
you off using a
semi-colons and wide range of
colons correctly. haze at Ollie as he charged around the open space with the other boys. It was vocabulary and
sentence structures.
difficult to concentrate on anything in this weather; Monica had felt harassed and
(para) tormented by the relentless, sweltering heat all week. // Her mind wandered from
the novel, and she began to ponder the evening ahead. She had originally planned Be careful with
Commas can be used to wear her comfortable but contemporary denim skirt with her favourite brown your tenses
between two adjectives — make sure
or before a joining
boots. This was certainly not an option in this weather though. She would have to they’re consistent.
word that is being think of something else. Perhaps the floral dress that she had worn last summer to
used to link two points.
Rachel’s wedding would work.
Suddenly, her rambling mind was brought back to reality with a start. A loud Correct any
Think carefully feet
about how you link scream resonated around the park. Monica jumped to her (feat) and began running. mistakes clearly
your paragraphs. and neatly.

Follow these simple instructions to produce a SPaG-tastic answer...

Getting your SPaG right is super important, but don’t let it put you off using a wide range of vocabulary and
sentence types. You need to find a good balance between accuracy and imagination in order to do well.

Section One — Exam Basics

18 Section Two — Reading — Understanding Texts

Ctrl
Information
+ Shift + Click
and Ideas
to Edit
These two pages will help you to deal with assessment objective 1 (see p.2). This page is about picking out
information from a text, and the next page is about summarising information from two different texts.

Information and ideas can be explicit or implicit

1) The first thing you need to be able to do in order to analyse
a text is to understand the basic things it’s telling you.
2) This will help you to pick up some easy marks for
paper 1, question 1 and paper 2, question 1.
3) The information and ideas you need to pick out
will either be explicit or implicit.
W much?”
4) Explicit information is clearly written in the text. “It rained HO

The text states that it rained, so we

Last weekend, it rained a lot. know that it rained. We also know
how much it rained — “a lot.”

5) Implicit information needs a little more detective work —

you’ll need to work it out from what is said in the text.

The castle was dark, decrepit In this sentence, it is implied that the author doesn’t
and freezing cold. like the castle very much, but this isn’t stated outright.

Underline the relevant facts as you read the text PAP

E R1

0 1 Read again the first part of the source, lines 1 to 9.

List four things from this part of the text about Brian’s school. The facts that you use
in your answer must
come from the part of
the text mentioned in
If a question asks you Brian had hated school. He often thought back to the dreary the question.
to ‘list’ something, all breezeblock walls, the freezing classrooms and the constant
you need to do is find drone of the centuries-old plumbing.
the information in the As you read the
text. You don’t need St Mary’s had been the closest school to Brian’s house, but that relevant part of
to analyse it at all. was an all-girls school. This meant that every morning Brian the text, underline
had had to withstand the torment of a fifteen-minute bus journey the facts that you
across town to Beeches Hall — the boys’ school. This bus journey will use to answer
would have been perfectly tolerable had it not been for the driver: the question.
a peculiar, unpleasant man with a severely erratic driving style.
Make sure your facts are
linked to the topic the
question asked about. A Brian’s school was called “Beeches Hall”.
You can paraphrase
B Its classrooms were very cold. parts of the text...
C Brian’s school had “dreary breezeblock walls”.
D The school’s plumbing was very old. ... or you can quote
directly from it.

Section Two — Reading — Understanding Texts

 19

Information and Ideas

You’ll also need to summarise information
1) Paper 2, question 2 will ask you to pick out information and
ideas on the same topic from two different texts.
2) You’ll then need to summarise the similarities or differences in what you’ve picked out.
3) You’ll also need to back up your points with examples from the text.
4) Linking words are essential for writing about similarities and
differences, as they show that you’ve made a comparison. | | | | | | | | | | | | | |
|| | | | | | | ||
These are a few examples

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| | | | | | | ||
To show similarities: To show differences: of linking words, but there
are plenty more.

| | |
• Similarly • Likewise • Whereas • Although | | | | | | | | | | | | | | | | | | | | | | |

• Equally • Also • However • But

Make links between the texts

PAPE
R 2
0 2 Use details from both sources.
Write a summary of the differences between Andrew and Richard.

Source A — 20th century diary Source B — 19th century diary

Look out
for obvious Friday 21 March 1947 Saturday 12 September 1868
differences
What a truly miserable afternoon. Daddy Today was Richard’s 16th birthday party,
between the
two texts, e.g. shouted at me just for being late to but it was not such a celebration after all.
Andrew’s and school. “You should be more responsible Richard sat quietly all evening, his hands
Richard’s ages, now you’re thirteen, Andrew!” he was folded in his lap, as Father ranted about
but don’t just yelling. He even said he had half a mind how the party was a waste of the little
limit yourself to to stop wasting his money on my private money we have. Richard only broke his
explicit details.
education. I know he’s angry, but I think silence to acknowledge Father’s tirade
his outburst was a bit of an overreaction. with a respectful “Yes, Sir”.

Use linking words Andrew is willing to challenge ideas, as he remarks that his father has You can make more
to show that you’ve
thought about
overreacted. His defensive tone suggests that he feels he knows better than perceptive observations
by commenting on the
how the texts are his father. In contrast, Richard seems much meeker and less cheeky. He sits tone of the texts.
similar or different.
quietly with “his hands folded in his lap”, referring to his father as “Sir”, even
Richard’s body though he’s shouting at him. This is perhaps a result of the fact that their
language has shown situations are very different: Richard is a nineteenth-century boy from a family Use quotes to
the reader something support the
about his personality. with “little money”, whereas Andrew is a twentieth-century boy who has had an comparisons
expensive “private education”. you make.

It’s
XXXreally no scarier than an elaborate game of spot the difference...
You’ll
XXX need to sharpen up your observation skills for these kinds of questions — comment on the explicit
differences between each text, but don’t forget to dig a bit deeper and write about implicit ideas too.

Section Two — Reading — Understanding Texts

20

Ctrl + Shift
Audience
+ Click to Edit
In the exams, you’ll need to think about the audience — the intended readers of the text.

Writers aim their work at general or specific audiences

1) The writer will always have a group of people in
mind when they write — this is their audience.
2) The audience of a text can be quite general, e.g. adults, or more
specific, e.g. parents with children under the age of 3.
3) Some texts will have more than one audience, e.g. children’s books will try to
appeal to the kids who read them, but also to the parents who will buy them. How about this one, Jonny?
‘Dictionary’ by Colin English.
Sounds like a ripping yarn.

Look for clues about the target audience

1) Sometimes you can work out who the target audience is by the text’s content (subject matter):

This latest model is a beautiful car. Its This text is clearly aimed at
impressive engine can send you shooting someone who’s interested
from 0-60 mph in less than 8 seconds. in high-performance cars.

2) The vocabulary (choice of words) can tell you about the target audience, e.g. about the age group:

Today, we witnessed a discussion on fox hunting.

The sophisticated vocabulary, like ‘elicit’,
As one can imagine, this issue, although it has
rather than ‘bring out’, and the complex
been debated for many years, still managed to
elicit mixed emotions from all concerned. sentences show that this text is aimed at adults.

Dungeon Killer 3 is the hottest new game of

This one uses modern slang and
the year! There are 52 awesome levels and
simple sentences, so it’s clear that
6 cool new characters — don’t miss out on
the wildest gaming experience of your life! this text is aimed at younger people.

3) The language can also give you clues about the target audience’s level of understanding:

The object of a game of football is to get the ball in

The simple, general explanations in this
the opposing team’s goal. Sounds easy, but the other
text show that it’s written for people
team has the same thing in mind. Also, there are
eleven players on the other team trying to stop you. who don’t know much about football.

The next hole was a par 3 and I hit my tee shot

The technical vocabulary here shows that this
directly onto the green. Sadly, my putting let me
down badly, and I ended up getting a bogey.
is for people who know quite a bit about golf.

And now we’ll take any questions from the audience...

You need to work out who the intended audience of a text is so that you can discuss the writer’s purpose, the
techniques they use and how successful they are. Keep the target audience in mind throughout your answer.

Section Two — Reading — Understanding Texts

 21

Ctrl Writer’s
+ Shift + Purpose
Click to Edit
Writers rarely write something just for the benefit of their health. Unless it’s a letter to their doctor...

There are four common purposes of writing ||

|| | | | | | | | | | |
| | | | ||
Pages 22-25 tell you

| | | | | | | | | | | | |

||
| | | | | | | | | | | |
how to spot a text’s
1) The purpose of a text is the reason that it’s been written — what the writer is trying to do. purpose, and how
you can discuss this
2) Most texts are written for one of these reasons:
in the exam.
| | | | | | | | | | | | | | | | | ||
To Argue or Persuade To Advise
|

• They give the writer’s opinion. • They help the reader to do something.
• They get the reader to agree with them. • They give instructions on what to do.

To Inform To Entertain
• They tell the reader about something. • They are enjoyable to read.
• They help the reader to increase • They make the reader feel something.
their understanding of a subject.

3) Lots of texts have more than one purpose, though. E.g. a biographical text
could be written to both inform and entertain its audience.
4) In the exams, read the texts carefully and make sure that you think about
what the writers are trying to achieve (and how they’re achieving it).
5) Look out for super helpful exam questions that actually tell you the writer’s purpose. E.g. if the question
asks you about how the writer uses language to influence the reader, you know it’s about persuading.

Purpose is more obvious in non-fiction texts

1) The purpose of most non-fiction texts is
usually quite obvious. For example:

If a speech is trying to argue a particular point of view, the writer

might make this very clear to make the argument more powerful.

2) Look out for texts where it might be less obvious, though. For example:

A magazine article is primarily written to entertain its audience, so

it might use a chatty tone to engage the reader. This might make it Barry’s porpoise in
life had
less obvious that it’s also trying to argue a particular point of view. always been to en
tertain.

3) A piece of fiction’s most obvious purpose is to entertain, but

writers sometimes use entertainment to achieve another purpose.

Lots of fiction texts are entertaining stories on the surface, but they can contain another message.
The writer might want to argue their own point of view or inform the reader about something.

This
XXX page was no accident — I wrote it on purpose...
So
XXXpurpose can be a little harder to figure out than you’d think. If there’s more than one purpose to a text,
write about them both. And if you can write about how one purpose is used to achieve another, even better.

Section Two — Reading — Understanding Texts

22

Ctrl Informative
+ Shift + Click to Edit
Texts
I don’t want to blow your mind or anything, but this page about informative texts is itself an informative text.

Informative writing tells you something

| | | | | | | | | | | | |
|| | | | | | | | | | | |

|| | | | | |
Have a look back at p.20

| | | | | ||
1) When writing an informative text, the writer’s aim is to pass on
for more on audience.
knowledge to the reader as clearly and effectively as possible. || | | |
| | | | | | | | | | | | | | | | | |
| | ||

2) They will adapt their language to match their intended audience, e.g. they might need
to write for different age groups, or for people with different levels of understanding.
3) Purely informative texts will present information in a balanced and factual way.
They will contain lots of facts and figures, but no opinions.
4) Some informative texts might also be arguing a particular viewpoint, though. For example:
| || | | | | | | | | | | |
| | | | | | | | |
| | | | |
Many newspapers carefully pick information that supports a Bias is when a piece

| | | | | | | |
of writing

| | | | | | | |
is influenced by the op

|
particular political party. Even though a newspaper article inion of
its author — see pa
may not say outright what its opinion is, it can still be biased. ge 42.
| | | | | | | |
||
|| | | | | | | | | | | | | | | | |

Read the passage carefully

PAPE
R 2
0 1 Choose four statements below which are TRUE.
• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.
Uses clear,
The Mini first went on sale in 1959 and is widely regarded as a great direct
icon of British culture. Soon after its release, the Mini became the language.
Contains facts
like dates and bestselling car in Europe. Over five million of them were made and
statistics. many famous people, including The Beatles, bought them.
The Mini is still around today, although it has undergone some major Formal tone
changes. It was originally conceived as an affordable car for the makes the
people, but now it is made by BMW and aimed at a different market. information feel
reliable.
Nevertheless, the Mini remains a very popular car to this day.

This is phrased A The Mini went on sale in the late 1950s.

differently in
the text, but B The Mini has sold very well over time.
it’s still true.
C The Mini isn’t very popular anymore.
D BMW have always manufactured Minis.
You can only go on
what the text says, E Minis have changed over time.
and it only mentions
that the Mini was F The Mini was the bestselling car in the world.
the ‘bestselling car
in Europe’, so this G The Mini is not aimed at the same market as it used to be.
must be false.
H The Beatles advertised the Mini.

XXXwere promised informative, and you got informative...

You
Yes indeedio, there’s plenty of information here to keep you occupied. You need to be able to recognise
XXX
informative writing and explain how it’s being used. And if the information is biased, be sure to point it out.

Section Two — Reading — Understanding Texts

 23

CtrlEntertaining
+ Shift + Click
Texts
to Edit
After an informative text about informative texts, here’s a (hopefully) entertaining text about entertaining texts.

Entertaining writing aims to be enjoyable to read

1) Entertaining writing is the sort of thing you’d read for pleasure, e.g. literary fiction.
2) Unlike informative texts, they contain few facts. Instead, they try
to make you feel something, like scared, excited, or amused.
3) Entertaining writing is often very descriptive, and uses narrative
techniques to make texts more enjoyable to read (see p.43-44).
4) Writers can also use structural techniques and different sentence
forms to create entertaining texts (see p.45-49). E.g. lots of short,
punchy sentences can be used to make a text feel more exciting.
Tony’s bank statement was
lacking in entertaining passages.
Writers might use entertaining writing to engage a reader
when they have another purpose in mind. E.g. travel books
are entertaining non-fiction, which are also informative.

Think about what makes the text entertaining PAP

E R1
0 2 How does the writer use language here to entertain the reader?

He could feel the power of the bike humming beneath him as they The text uses imagery
to make the description
Lots of creative both hurtled along. They were an elegant couple skimming the dance
come to life.
vocabulary makes floor, whirling past plodding onlookers in their graceless automobiles,
the text more twisting around sweeping corners with effortless precision and darting
interesting. Different sentence
along endless straights as they pushed each other on towards the lengths vary the pace
inevitable conclusion. The bike hit the wall with all its hulking force. of the text, making it
Use key words from more interesting.
the question to keep In order to entertain the reader, the writer uses an extended metaphor that
your answer focused.
personifies the bike as a dance partner. The bike and the rider become an You should analyse
“elegant couple” whose movements contrast with the “plodding” and “graceless” the language at
both word and
You need to cars. The writer uses a long sentence to develop this metaphor and build sentence level.
use technical
terms.
tension. This lengthy second sentence contains several verbs that are related
to dancing and speed, such as “whirling” and “darting”. The cumulative effect
Try to identify of these verbs makes the reader feel tense. It is as if the sentence is rushing
Write about the
how the writer and building towards a conclusion. The writer then disperses this tension with writer’s intentions
uses different and the effects
parts of speech. the final short sentence. The phrase “hit the wall” is very blunt, and contrasts of their language
to the preceding build-up, adding to the shock and impact of the conclusion. on the reader.

XXX
Fortunately, I know a thing or two about entertaining writing...
Entertaining writing really helps to keep readers interested. So even if a writer’s main purpose is to inform,
XXX
argue, persuade or advise, they might still want to make their writing entertaining so the reader enjoys it.

Section Two — Reading — Understanding Texts

 24

Ctrl that
Texts + Shift + Click
Argue to Edit
or Persuade
So many texts are written to argue. If only there was some way we could persuade them all to just get along...

Arguing and persuading are similar

1) When people write to argue, they want to make the reader agree with their opinion. They use clear and
forceful language to get their points across, and they might use facts and figures to back up points.
2) Persuasive writing tries to get the reader to do something, such as support a charity. It does this with
techniques including emotive language that aims to make the reader sympathise with their cause.
3) When writing to persuade, writers might sometimes be more sneaky
about their aims and opinions. For example:

This writer uses the phrase ‘It is clear’ to make their

It is clear that this is a good school, and
opinion sound like fact. This can make the writing sound
that people who attend it do well.
more informative, when actually it’s persuasive.

4) When writing to argue or persuade, writers often use rhetorical devices

such as hyperbole, repetition or rhetorical questions (see p.41).

Explain the effects of the writer’s choice of language PAPE

R 2
0 3 How does the writer use language here to influence the reader?

WHY BOTHER WITH BREAKFAST?

David Barowsky, nutritional analyst Facts and figures
are used to
The writer uses
Eating breakfast improves mental and physical performance. back up their
statements to make This is a well-known and incontrovertible fact. And yet 20 million of us argument.
their point clearly Britons regularly skip this essential refuelling opportunity. Why is this the
and forcefully. case? Are we too busy commuting, getting the kids ready for school, blow-
drying our hair? Do you often feel frantic and harassed in the morning?
Uses rhetorical Well, the time has come to change your ways. Allowing your kids to skip Addresses the
questions. breakfast is reckless and irresponsible. You are not providing them with the reader directly
energy they need to face the day. using the
pronoun ‘you’.
The writer captures the reader’s attention by using an alliterative rhetorical
question as a title. Barowsky then immediately, and assertively, answers the question
Try to use varied Try to use
vocabulary to in the first line. This makes the writer sound both authoritative and knowledgeable, so technical terms
describe the effects of readers are more likely to trust him and follow his advice to “bother with breakfast”. wherever you can.
the writer’s language
on the reader. Barowsky also uses the personal pronouns “you” and “we” to establish a connection
with the reader, whilst adjectives like “reckless” and “irresponsible” encourage an Analyse the
effects of
emotional response. This connection gives the writer a platform from which he can individual words.
challenge the reader’s actions without sounding as if he’s attacking them.

XXX
Persuasive texts are great, don’t you agree? I knew you would...
If a writer is trying to argue a point or persuade you to do something, they’re trying to make you see things
XXX
from their point of view. It’ll be one-sided, with carefully chosen evidence that supports their point of view.

Section Two — Reading — Understanding Texts

 25

Ctrl Texts
+ Shiftthat
+ Click
Advise
to Edit
Good advice is hard to come by these days, but don’t panic — there’s no shortage of it here.

Writing to advise sounds clear and calm

1) When writing to advise, writers want their readers to follow their suggestions.
2) The tone will be calm and less emotional than writing that argues or persuades.
3) The advice will usually be clear and direct. For example, it might use:

• Vocabulary that matches the audience’s subject knowledge.

• Second person pronouns (e.g. ‘you’) to make the advice feel personal. All Jemima needed was some
• A logical structure that makes the advice easy to follow. clear advice from her stylist.

4) The register (see p.32) may be formal, e.g. in a letter from a solicitor
offering legal advice, or informal, e.g. in a magazine advice column.

Writing to advise looks like this PAPE

R 2

0 3 How does Claire Lohan use language here to guide the reader?

Uses questions
YOUR MONEY MATTERS
Claire Lohan
the reader independent financial advice
might have.
Which is the right pension for me?
Before you buy into a pension, you need to be sure that it’s the Friendly warning.
right one for you — dropping out can mean that you lose a lot of
the money you’ve already paid in. Uses specific details to
Addresses the give practical advice.
reader directly You should look at the pension company’s reputation, past results
by using the and penalties for changing schemes.
pronoun‘ you’.
It might sound scary, but don’t worry, you’ll find the right one for you. Reassures the reader.

The writer uses a friendly tone to communicate her advice in a clear,

Remember to
explain the effect accessible way. When she says, “you need to be sure”, it sounds as if she is
of the quote. Develop the point
talking to a friend. This makes the reader more likely to take the advice, as — say why the writer
it seems well-meant and helpful. has chosen this style.
Explain what sort of The language that the writer uses is specific but uncomplicated. She
impression this type
of language creates.
gives detailed advice, such as “look at the pension company’s reputation, Stay focused on the
writer’s use of language.
past results and penalties”. This makes the writer seem well informed and
Show that you know knowledgeable. As a result, the reader is more likely to think that the advice
what effect it will is worthwhile, and act on it.
have on the reader.

XXX
If you want my advice, I’d read through this page a couple of times
Texts that advise can be written for many different audiences, but a lot of the features will stay the same. Pay
XXX
attention to whether the language is formal or informal — it’ll vary depending on the subject and audience.

Section Two — Reading — Understanding Texts

26

Ctrl +Viewpoint
Writer’s Shift + Click
andtoAttitude
Edit
Paper 2 is all about writers’ viewpoints and attitudes, especially that big ol’ question 4...

Viewpoint and attitude are different to purpose

1) A writer’s purpose is what they’re trying to do, but their viewpoint (or attitude)
is what they think about the topics that they’re writing about.
2) You can work out what a writer’s viewpoint might be by looking
for clues in the language, tone, style and content of a text. For example:

I urge you to visit this truly This text’s purpose is to persuade its audience to visit a place.
unique and hidden valley — The author’s viewpoint is their belief that the valley is beautiful
you must see such beautiful and that it should be visited. The writer uses emotive adjectives
scenery at least once in your life. and an upbeat tone to convey their viewpoint.

Use the writers’ tone to make inferences about attitude PAPE

R 2
0 4 Compare how the two writers convey their different
attitudes to manners and politeness.
Source A — 19th century etiquette guide Source B — 21st century newspaper article
The way you behave when out in society is Anyone who’s ever taken a ride on the London
paramount. It is essential that you show the Underground will know that there are some
highest level of social refinement possible. real nuisances out there. All too often, I’ve
For example, if someone offers you their seen people refusing to give their seat up to an
hand, take it. Always remove your hat when elderly passenger. I mean, it’s just common
entering a building. Be punctual to all social courtesy, isn’t it? Is it really so difficult to just
events to which you are invited. be a little more civil towards other people?

Try to make your The authors of both sources largely agree that being polite is important.
observations as Looking at the
perceptive as
However, there are subtle differences in their attitudes. The author of source A
writer’s tone is
possible. Examiners focuses on etiquette in specific situations. They use a confident, assured tone, usually a good
will be really place to start.
impressed if you which is created by the use of imperative verbs such as “take” and “remove”.
can pick out subtle They also give their advice using the pronoun “you”, which makes the text sound
differences between Use technical terms
the writers’ attitudes. more like a series of commands than a piece of advice. These things suggest that to discuss the
different methods
their ideas about “refinement” are very strict. both writers use to
By contrast, the author of source B has a more laid-back attitude towards the convey their attitudes.
This is a
useful phrase need for “common courtesy”. Rather than telling the reader how to behave as in
to use when
you’re linking source A, they use an example and rhetorical questions to make the reader think Think about the
the two texts. reasons why their
about why people should be “more civil”. This is possibly because source B is attitudes differ
from the 21st century, whereas source A was written in the 19th century — a time — think about
when and why
when etiquette was considered to be much more important. they were written.

XXX writers are just full of attitude...

These
Remember, you need to go beyond just what the writer’s saying and think about how they’re expressing their
XXX
viewpoint. Even if two writers have the same opinion, one might express it more strongly than the other.

Section Two — Reading — Understanding Texts

 27

Literary Fiction
In paper 1, you’ll be given an extract from a piece of literary fiction. So that’s a snippet from a nice reading
book — shame you won’t be able to read it tucked up in bed with a lovely mug of hot chocolate though...

Literary fiction entertains the reader

1) Literary fiction, such as a novel or short story, is written to entertain. It might
do this by affecting the reader’s emotions, describing the atmosphere of a place,
using an intriguing structure or developing the personality of a character.
2) All literary fiction has a narrator. It’s most often either a first-person
ing,
(uses ‘I’ and ‘we’) or third-person (uses ‘he’, ‘she’ and ‘they’) narrator. Gary thought he was entertain

© Ljupco/iStockphoto.com
acte r, but no- one wan ted
and a char
3) Literary fiction uses lots of descriptive and figurative language (e.g. metaphors, to get to know his personality.
similes, analogy and personification) to capture the reader’s imagination.
4) Literary fiction is also structured to interest the reader — texts will often build the tension
towards a dramatic climax, or they might use repetition to change the pace of a text.
5) Dialogue is also often used to move the plot along and give insight | | | | | | | | | | | | | | | |
| | | | |
See section 3 for mo

|| | | | | | |
into the thoughts and feelings of different characters. re

|| | | | | | ||
on all these languag
e
and structural featur

|
es.
|| | | | | | | | | | | | | | | |
| ||
|

Look closely at the language used in a text PAP

ER1
0 2 How does the writer use language here to interest the reader?

These adjectives Edward hurried down the dark, smog-filled alley. The place had become The use of the emotive verb
set the scene as an ‘drowned’ shows that the writer
almost completely unrecognisable: the green fields he remembered
uninviting place. doesn’t like that the fields have
from his childhood had long since been drowned in concrete. The alley been covered in concrete.
became darker, and its bends and turns were increasingly disorientating.
The use of very short A creak. A whisper. Every noise put him on edge. But he pressed on.
sentences adds to The fact that Edward
the feeling of unease Eventually, Edward found himself at Dorine’s lab. He walked in, carries on even though he
and suspense. stooping to avoid hitting his head on the low door frame. The lab was a is scared makes him seem
large circular room; the walls were lined with hundreds of tattered books, admirable to the reader.
and half-finished research papers lay strewn across the many desks.
The writer uses Personification makes it
Dorine’s surroundings The books seemed to whisper to each other, as if disconcerted by the clear that Edward feels
to tell the reader presence of an outsider. Edward felt as though they were watching him. uncomfortable in this lab.
about her personality.
Dorine was poring over some papers in front of her, and hadn’t noticed
that Edward had arrived. After a few moments, she looked up from The word ‘flicker’ implies
her desk and saw Edward waiting. She could see the flicker of hope that there isn’t much hope,
The narrative is third which creates tension.
person, so the reader glimmering in his eyes — the hope that they might still be able to turn
can see from the back the clock.
perspective of both This rhetorical question
“I’m afraid it’s not looking good, Ed,” Dorine murmured. makes the reader want to
Edward and Dorine.
My God, thought Edward. How could we have let this happen? know what has happened,
which creates suspense.

Narrative and descriptive techniques keep the reader interezzz...

There’s a lot to learn on this page, but you’re always going to have to answer some questions about a piece of
literary fiction. That means you’re going to need to know all of this stuff really well — best get cracking then...

Section Two — Reading — Understanding Texts

28

Literary Non-Fiction
You’ve had literary fiction, and now it’s time for literary non-fiction. Three guesses what the difference is...

Literary non-fiction is entertaining but factual

| | | | | |
| | | | | | | | |
| || | |

| | |
1) Literary non-fiction texts use literary styles and techniques, Have a look back

| ||
at the previous page

| | | | | | | |
but they are based on facts or real events.

| | | | | |
to remind yourself
2) Non-fiction texts such as biographies, autobiographies, and about literary style.

| | |
||
| | | | | |
| | | | | | | | |

travel writing will often be written in a similar style to literary fiction.

| | |

3) They are written to inform the reader about something, but the writer uses a
literary style to make it entertaining too. For example, they might use descriptive
language and dialogue to make the information more interesting to the reader.
4) Literary non-fiction is almost always written in the first person, which
adds a sense of personality to the text, helping to engage the reader.

Literary non-fiction tries to engage the reader

PAPE
R 2
0 3 How does the writer use language to describe their time in Paris?

Directly addresses Dearest reader — I wish today to impart to you some recollections of
the reader,
making them feel
my summer spent in Paris, a city which over time has played host to
more involved. a multitude of great thinkers and artists. A hundred years may have
passed since the French Revolution, but Paris remains a shining The text uses lots of
emotive adjectives to clearly
beacon of revolutionary spirit. show the writer’s viewpoint.
The city of Paris has some spectacular specimens of architecture. Purely informative
One bright evening, I took a particularly enjoyable stroll down the non-fiction wouldn’t use
Contains facts adjectives like these.
and refers to real Champs-Élysées, and was quite amazed by the stunning curvature of
places to inform its Arc de Triomphe. The arch incited within me the strongest feelings
the reader. of awe and wonderment; it is truly a structure built to inspire. The writer’s viewpoint
Paris has been ever-popular with the gentleman traveller, but this gives the description
year the city captures one’s imagination more than ever before, as it a positive tone.
The language
used in this text hosts the annual ‘World’s Fair’. There I saw many wonderful artefacts,
is quite formal, including a magnificent replica of the Bastille, the famous site of the
which makes the rebellion which began France’s Revolution. The replica was incredibly
writer seem more
authoritative.
lifelike, from the gloomy outer stonework to the banquet hall within. This description adds
detail, which helps
Although the fortress was a thrilling diversion, it was far from the real things come to life
star of the fair — that honour belonged to the newly-erected ‘Eiffel for the reader.
This sentence
Tower’, said to be the largest building on Earth. The new tower
creates suspense
by not revealing amazed fair-goers with its enormous metallic form (although some
what the ‘real star’ were not altogether thrilled by its brash modernity). Whether one Ends with a strong,
is right away. marvels at this remarkable feat of engineering, or recoils from its memorable statement
audacious magnitude, the new tower is assuredly a sight to behold. that will stay in the
reader’s mind.

We’ll always have (a non-fiction text about) Paris...

You probably haven’t had much contact with the phrase “literary non-fiction” before, but don’t let the jargon
fool you — it’s just a category that describes any text that is factual, but is written in an entertaining way.

Section Two — Reading — Understanding Texts

 29

19th-Century Texts
In paper 2, you’ll always be given a 19th-century non-fiction text to analyse. Chances are you weren’t
around much in those days, so this page should have some pretty useful information for you.

19th-century writing is often quite formal | | | | | | | | | | | | | | | | | |

In the exam, any words in
| | | | | | | | | |
|

| | | | | | | | |
the

| | | | | | | |
text that aren’t used today
will
1) 19th-century texts can sound a bit different to more modern texts, be defined for you in a glo
ssary.
but you should still be able to understand what’s going on. | | | | | | | | | |
| | | | | | ||
| | | | | | | | | | |

2) A lot of the texts will use a more formal register (see p.32) than modern writing,
even if the audience is quite familiar (see next page for an example of this).
3) The sentences may be quite long and the word order can sometimes be different
to modern texts. Try not to worry about this — just re-read any sentences
you can’t make sense of at first. Here are a couple of examples:

This sentence is written using a formal register, e.g.

Then, Albert being gone and we
it uses ‘enquired’ instead of ‘asked’. It might seem a
two left alone, Edward enquired
bit confusingly phrased too, but ‘Albert being gone
as to whether I might accompany
him on a stroll in the garden. and we two left alone’ is just another way of saying
‘Albert had gone and the two of us were left alone.’

I believe it necessary to abandon Sometimes it can seem as if a word has been missed out —
this foul enterprise. modern writers would probably put ‘is’ after ‘it’ in this sentence.

19th-century society was different to today

1) Knowing about 19th-century society will help you to understand the text better in the exam.
2) It will also help you to compare the viewpoints and perspectives of writers
from different time periods (which you need to do for paper 2, question 4).

Social Class Education

• Early 19th-century society was divided • In the early 19th century, few children went to
between the rich upper classes (who owned school. Children from poor families often worked
the land) and the poorer working classes. to help support their families instead.
• Throughout the 19th century, the Industrial • In the late 19th century, education reforms made
Revolution was creating opportunities for school compulsory for all young children.
more people to make more money. • Rich families often sent their children to boarding
• This meant that the middle classes grew in school, or they hired a governess to live with the
number and influence throughout the century. family and teach the children at home.

Women Religion
• After they got married, most women • Christianity had a big influence —
were expected to be in charge of most of the middle and upper classes
looking after the home and children. attended church regularly.
• Women didn’t have as many rights as men — • However, science was starting to challenge some
they couldn’t vote in elections and they often religious ideas, e.g. Darwin’s theory of evolution
didn’t control their own money and property. questioned the Bible’s account of creation.

Section Two — Reading — Understanding Texts

30

19th-Century Texts

Have a look at this piece of 19th-century writing

This is a letter written to Princess (later Queen) Victoria of the United Kingdom by her uncle,
King Leopold I of Belgium. In it, Leopold describes his new wife, Louise Marie.

Laeken, 31st August 1832.

The tone is
MY DEAREST LOVE,—You told me you wished to have a description of
affectionate but the
register is formal — your new Aunt. I therefore shall both mentally and physically describe her
this is common in to you.
19th-century letters. Upper class women
She is extremely gentle and amiable, her actions are always guided by were educated in
principles. She is at all times ready and disposed to sacrifice her comfort European languages
in the 19th century.
and inclinations to see others happy. She values goodness, merit, and
Being ‘virtuous’
virtue much more than beauty, riches, and amusements. With all this
was an important
she is highly informed and very clever; she speaks and writes English, This shows the 19th-
quality in
19th-century society German and Italian; she speaks English very well indeed. In short, my century viewpoint of
— it means having dear Love, you see that I may well recommend her as an example for all what was valued in
strong morals. young ladies, being Princesses or not. upper class women.

Now to her appearance. She is about Feodore’s* height, her hair very
fair, light blue eyes, of a very gentle, intelligent and kind expression. A You might come
Bourbon** nose and small mouth. The figure is much like Feodore’s across a tricky phrase
Upper class women but rather less stout. She rides very well, which she proved to my great or sentence. Use the
were considered to
alarm the other day, by keeping her seat though a horse of mine ran away context and the rest of
be accomplished by
with her full speed for at least half a mile. What she does particularly the sentence to work
their ability in things
well is dancing. Music unfortunately she is not very fond of, though she out what’s going on.
like riding, dancing,
plays on the harp; I believe there is some idleness in the case. There Here, Leopold suggests
playing music and
that Louise Marie
speaking languages. exists already great confidence and affection between us; she is desirous
doesn’t try very hard
of doing everything that can contribute to my happiness, and I study at playing the harp.
whatever can make her happy and contented.

19th-century texts You will see by these descriptions that though my good little wife is not the Women were often
often phrase things tallest Queen, she is a very great prize which I highly value and cherish... seen as belonging
differently — here, a to their husbands.
modern writer might Now it is time I should finish my letter. Say everything that is kind to good
have said “I should Lehzen***, and believe me ever, my dearest Love, your faithful Friend and
end this letter here.” Uncle, Superlatives (e.g.
‘kindest’, ‘most gracious’)
are common in
LEOPOLD R.
19th-century writing.

Glossary
* Feodore — Victoria’s half-sister, Princess Feodora
** Bourbon — the Bourbons were the French royal family
*** Lehzen — Princess Victoria’s governess, Louise Lehzen

19th-century texts — unlikely to contain any emojis...

It’s important to make sure you’re comfortable reading and understanding 19th-century texts. This stuff might
look a bit like History rather than English, but it’ll really help you to improve some of your answers in the exam.

Section Two — Reading — Understanding Texts

 Section Three — Reading — Language and Structure 31

Tone
Tone can be a tricky little thing to put your finger on sometimes, but it comes through in the text’s language.

Tone is the general feeling created by the text

1) A writer’s tone is the feeling the words are written with, which creates a particular mood
and shows what the writer’s attitude is. For example, the tone of a text might be:
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| | | | | | | |
• happy or sad • sombre or light-hearted Think of a write

| | | | | | | |
|
r’s tone as

| | | | | | | |
being like someo

|
ne’s tone of
• serious or funny • emotional and passionate or cool and logical voice when they
’re talking.
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| | | ||
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|

2) The main way to identify a text’s tone is by looking at the language. For example,
if a writer has used informal language, the tone might be quite personal or
familiar, but formal language would suggest a more serious or distant tone.
3) Punctuation can also give you a clue about tone. For example,
if there are lots of exclamation marks, that might suggest that
the tone is very emotional or passionate.
4) Tone can reflect the purpose of a text (e.g. informative texts usually
have a serious tone) or the audience (e.g. a playful tone might “You will not take
that tone with
suggest a younger audience). me, good Sir Knigh
t!”

Look closely at language to work out a text’s tone

PAP
E R1
0 4 A student, having read this section of the text, said: “It seems like the
character is in a scary place. Reading the text made me feel uneasy.”
To what extent do you agree?
The adjectives
Phillipa stood on the cold, dark street, peering up at the abandoned used help to
The sinister tone hotel. Large wooden boards stood impassively across most of the create the
is gripping for window frames, sentries to the stillness and silence within, guarding foreboding tone.
the reader, which the eerie presence of the dilapidated building.
keeps the text
entertaining. Despite her misgivings, she pushed gently on the front door, and it
crept open with an arthritic creak. As she tiptoed over the threshold,
small clouds of dust wheezed out of the carpet where she put her feet.
Don’t forget to
Mention the
mention how much
I strongly agree with the student’s statement. The heavily foreboding tone, combined effect
you agree or disagree
of different
with the statement.
created by adjectives such as “abandoned”, “eerie” and “dilapidated”, and reinforced features of the
text.
Remember to use by the personification of the “wooden boards” as silent “sentries”, gives the passage a
technical terms tense atmosphere. The reader shares in the fear and anxiety of the character, as you
wherever possible. You need to make
feel that something shocking could happen at any moment. The imagery of something sure you refer back
to the statement for
cold and emotionless watching over the character makes you feel her vulnerability questions like this.
and fear for what might happen next.

My mum always told me to watch my tone...

Sometimes, the tone will jump right out at you. But watch out for texts that are written with an ironic or
sarcastic tone — the words might not mean exactly what they seem to at first (take a look at pages 39-40).

Section Three — Reading — Language and Structure

32

Style and Register

Every text you come across will be written in a particular style, using a particular register...

Style is how the text is written

1) A text’s style is the overall way in which it’s written, which
includes language choices, sentence forms and structure.
2) There are lots of different styles you might encounter. E.g. cinematic, where the text is written as if
the reader is watching a film, or journalistic which is a balanced way of writing reported news.
| | | | | | | | | | | | |
3) Register is the specific language (choice of words) used to match the writing to the | |
Register can be

||
| | | | | | | | |

| | | | | | ||
social situation that it’s for. Different situations require different registers, for example: thought of as a
part of style.
If you wrote a letter to your local MP to ask them to stop the closure of a local leisure
| | | | | | | | | | | | | | |

centre, you might use a formal register (e.g. ‘the closure will have a detrimental
effect’). This is because the audience is an authority figure that you don’t know.

If you wrote a letter to your friend to tell them about the leisure centre closure,
you might use an informal register (e.g. ‘it’ll be rubbish when it shuts’). This
is because the audience is someone you’re familiar and friendly with.

4) Look out for how writers adapt their style and register to suit
the purpose and the audience they are writing for.

Write about style and register when analysing language PAPE

R 2
0 3 How does the writer use language here to appeal to a younger audience?

The text is full of

I mean, come on, snowboarding is by far the coolest, craziest sport out colloquial language,
Uses
there. Who’s gonna argue with that? Here at SportFreakz magazine, we e.g. ‘come on’.
non-Standard
English e.g. know what it’s all about when it comes to extreme sports, and we can tell
‘ain’t’. you that there ain’t nothing else that gets the adrenaline pumping more
than jumping on a board and flying down some snow-covered slopes. The use of the second
person makes it seem
Ski season’s upon us, guys. So book a flight, grab your board and get more personal.
out to the Alps before all that snow melts! You just know you wanna!

Give examples to The text uses an informal, youthful register, with non-Standard English
show what makes
the register informal
such as “ain’t nothing else”, and colloquial language like “come on”, “gonna” Discuss how the style
creates the desired
and youthful. and “wanna”. These contribute to the text’s conversational style, which is likely effect on the reader.
to appeal to a younger audience because it mirrors the way they might actually
speak. I think this would make younger people more likely to identify with the
writer, and therefore trust their opinion and be more interested in what they Develop your point
with the overall
have to say. effect of the text.

Yep, if there’s one thing I know, it’s style...

Style has to do with lots of things — language and vocabulary, structure, tone... so just think about how the
style is built up from all these different bits and you’ll be laughing in the exam. Well, not too loud, mind...

Section Three — Reading — Language and Structure

 33

CtrlWords
+ Shiftand
+ Click
Phrases
to Edit
Writers don’t just chuck in any old words — they painstakingly select them to produce the desired effect...

Writers use a range of word types

It’s important to be able to identify the types of words that a writer is using.
Have a look at the definitions below to remind you:

Nouns are naming words — they might refer to a person, place, thing or idea, e.g. sister, pen, art.
A pronoun is a word that replaces a noun, e.g. he, she, it, them.
Possessive pronouns are pronouns that show ownership, e.g. his, hers, ours, theirs.
Verbs are action words, e.g. think, run, swim, shout.
Adjectives describe a noun or pronoun, e.g. happy, clever, interesting.
Adverbs give extra information about verbs, e.g. quickly, loudly, accidentally.

Words and phrases can be used to achieve different effects

| || | | | | | | | | | | | | | | | | | | | | | | |
1) For the reading questions (1-4 on both papers), you need to pay close attention |
Analysing the connotations

||
| | | | | | | |

| | | | | | | | ||
to the reasons why a writer has used particular words or phrases. of words is a way of ‘reading
with insight’. There’s more on
2) Words can have subtle implications beyond their obvious meaning this on pages 14-15.
|| |
— these are called ‘connotations’. For example:
| | | | | | | | | | | | | | | | | | | | | | | | | |

Pedro shut the door. When the verb ‘shut’ is used, it doesn’t imply anything about
Pedro’s emotions. The verb ‘slammed’ has a similar meaning to
Pedro slammed the door. ‘shut’, but it gives the impression that Pedro is angry or tense.

The verbs ‘sniggered’ and ‘chuckled’ both

I sniggered when I saw Peter’s costume.
mean the writer laughed, but ‘sniggered’
I chuckled when I saw Peter’s costume.
has a slightly nastier connotation — as if
the writer is making fun of Peter.

3) Words are often chosen to achieve particular effects. For example:

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| | ||
Determiners are words tha
|
| | | | | | | | |

t
| | | | | | | | | | |

my dear reader Phrases that use the possessive determiners help to identify nouns —
in
‘my’, ‘your’ and ‘our’ help to establish this case, they show who
your beloved pet familiarity between the writer and the reader. the noun belongs to.
||

|
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| | | | | | | | | |

Some phrases use intensifiers to make the text seem

a fundamentally flawed proposition more emotive and powerful. Intensifiers are adverbs
a totally unbelievable situation like ‘very’, ‘really’ or ‘extremely’ that are used
alongside strong adjectives to provide emphasis.

Section Three — Reading — Language and Structure

 34

CtrlWords
+ Shiftand
+ Click
Phrases
to Edit
Words work together to create cumulative effects
1) Writers can use the words from a specific semantic field (the words associated
with a particular theme or topic) to convey an idea to the reader. For example:

Dessert was simply divine; a cloud-like puff of Here, the semantic field of heaven is used
pastry that was lighter than an angel’s wing. to make something sound appealing.

2) Keep an eye out for situations where particular types of words are repeated,
e.g. sentences with lots of adjectives or paragraphs with lots of verbs.
3) You could comment on the cumulative effect of
particular types of words — show you’ve thought
about how the words in the text work together to Archie was keen to
mulative
create tone or affect the reader in some way, e.g. understand the cu
.
effect of the words

Adjectives like ‘electrifying’, ‘thrilling’, ‘tense’ and

‘intriguing’ create a cumulative effect of excitement.

The adverbs ‘jovially’, ‘readily’ and ‘pleasantly’

combine to create an impression of enjoyment.
com
hoto.
Stockp
n fly/i
rago
y_d
© Fl

Try to pick out significant words and phrases PAPE

R 2

0 3 How does the writer use language here to influence the reader?
Phrases that
Adjectives like use possessive
‘magical’, ‘beautiful’,
‘balmy’, ‘glistening’ A PICTURE-PERFECT PICNIC determiners
establish familiarity
and ‘sumptuous’ have with the reader and
an alluring cumulative Bijoux Birthdays invite you to celebrate your special day in style. Join make the text more
effect — they create a persuasive.
calming atmosphere.
us for a magical evening of entertainment on the beautiful banks of
the River Fairer. Let us help you to relax in the balmy atmosphere of
a warm summer’s evening, recline next to the glistening waters and The list of three
Watch out for indulge in the most sumptuous of picnics. verbs — ‘relax’,
repeated grammatical ‘recline’ and ‘indulge’
constructions — they We can tailor your evening to suit you. We can provide a refreshing — gives the text
give the text emphasis. feast for your senses. We can transport you to another place and time. a convincing tone
Just sit back and let us do all the work. All you need to do is relax. and makes the offer
sound inviting.
Imperatives like ‘sit
We have a large selection of menus for you to choose from, as well as
back’ and ‘let us’ a whole host of different entertainment acts — maybe you’d like a string
give the text an quartet, or perhaps you’d be more interested in a circus act? Whatever
authoritative tone, your tastes, rest assured that we will be able to accommodate you.
whilst the words
‘perhaps’ and ‘maybe’ If you’re planning a celebration, Bijoux Birthdays really is the only choice.
give the impression that
the reader has a choice.

Relax, it’s just a phrase...

The technical grammar of words and phrases is important, but it’s no good just pointing it out — you need to
analyse its effects. Think about why certain words and phrases have been used and the impression they create.

Section Three — Reading — Language and Structure

 35

Metaphors
Ctrl + Shift +and Similes
Click to Edit
Metaphors and similes are both types of imagery — writers use them to help readers imagine things vividly.

Metaphors and similes are comparisons

1) Metaphors and similes describe one thing by comparing it to something else.

Metaphors describe something by His gaze was a laser beam,

saying that it is something else. shooting straight through me.

Similes describe something by saying Walking through the

that it’s like something else. They bog was like wading
usually use the words as or like. through treacle.

2) They help writers to make their descriptions more creative and interesting. Similes made Jeremy feel as if the
world had been turned upside down.
3) Metaphors usually create a more powerful image than similes, because | | | | | | | | | | |
| | | | | | | ||
||
they describe something as if it actually were something else. See pages 27-28 for

| | | | |
| | | | | | |
more on literature and

| | ||
4) Metaphors and similes are most commonly used in literature and literary non-fiction. literary non-fiction.
| | |

||
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| | | ||

You should comment on the effect of metaphors and similes

0 2 How does the writer use language here to describe the situation the soldier is in? PAP
E R1

Uses ‘like’ so The air clung to me like a warm, wet blanket. It was like living inside a
it’s a simile. horribly stifling nightmare. I just wanted to wake up, throw the blanket
off the bed and breathe some cool, fresh air.
After a while, I couldn’t tell what was nightmare and what wasn’t. Once
I was caught in an ambush, taking fire from three sides. The order
came to fall back, and I found myself on my own. I tried to run, but my
feet were blocks of concrete. It’s a metaphor, as he says his feet
actually ‘were’ blocks of concrete.
Make sure you use
the technical terms.
The writer uses a simile to describe what the conditions felt like: “the air
clung to me like a warm, wet blanket”. This image really helps the reader to
Remember the
imagine how unpleasant and sticky it feels, but also helps to create a hostile
question — keep and suffocating atmosphere.
referring back to how
language has been By using the metaphor “my feet were blocks of concrete”, the writer
Develop your points
used to describe the conveys the soldier’s panic that, try as he might, he was too scared to flee. I by stating the effect
soldier’s situation.
think the use of these images makes the description really effective because it of the language.

helps the reader to empathise with the soldier.

I met a phor once — he was a number...

Picking out metaphors and similes will help you to closely analyse the effect of language used in the exam
texts. You might need to write about them on paper 1, questions 2 and 4, and paper 2, questions 3 and 4.

Section Three — Reading — Language and Structure

36

Analogy
Analogies are nifty little tricks which writers often use when they’re writing to argue or persuade.

Analogies are really fancy comparisons || | | | | | | | | |

|| | | | | | | | | | | | |
| |
Analogies are like extended

| | | | | | |

|| | | | | | |
1) An analogy compares one idea to another to make it easier to understand. similes (see p.35) — they

|
also
often use the word ‘like’.
2) Analogies provide powerful and memorable images. They can be more

||
|
|| | | | | | | | | | | | | |
| | | | | | | | | |

familiar or more shocking than the original idea, which makes it easier
for the reader to grasp the point. For example:

Deforestation is happening at an incredible By comparing the area to football

speed. An area of rainforest equal to twenty pitches, the writer makes it easier
football pitches is lost every minute. to visualise the scale of the problem.

Hoping your exams will go OK without By comparing the chances of success

opening your books is like hoping to to an impossible situation, the writer
win the lottery without buying a ticket. emphasises how unlikely it is.

3) Analogies are common in non-fiction texts that are trying to argue a point or persuade,
as they can help to get the writer’s viewpoint across clearly and forcefully.

Think about why the writer has used an analogy PAPE

R 2

0 3 How does the writer use language to try to persuade the reader
to agree with her viewpoint?

It’s easy to throw facts and figures around, but very few people realise
we are releasing almost 30 billion tonnes of greenhouse gases into the
atmosphere every year. That’s the equivalent of around 150 million The word ‘equivalent’
shows that this is a
blue whales.
comparison.
By pumping these gases into the air, we are choking our planet. This is
Uses ‘like’, so this is
another analogy. like starting a fire in your bedroom and slowly letting the room fill with thick,
black smoke until you can’t breathe.

It’s good to
make your point The writer uses analogies to help persuade the reader. By comparing
straight away. the amount of greenhouse gases released annually to “150 million blue whales”,
the writer helps the reader to understand and visualise the sheer volume of gas
being produced. If they can visualise the problem, readers are more likely to be
shocked and therefore share the writer’s concerns.
It’s great to embed
quotes into your
The analogy which compares polluting the atmosphere to filling your Always mention the
writing like this. bedroom with “thick, black smoke” makes the threat of climate change seem like effect that language
has on the reader.
a more personal danger to the reader. This might scare the reader and help to
persuade them to act on climate change.

I think I may have developed analogy to this page...

Writers use analogies to make their points clearer and easier to understand. They can also make a piece
of writing more interesting — think about how you could use them in the writing section of your exams.

Section Three — Reading — Language and Structure

 37

Personification
If it’s info on personification you’re after, sit back and let this page talk you through it...

Personification is describing a thing as a person

1) Personification describes something as if it’s a person. This could be in the way
something looks, moves, sounds or some other aspect of it. For example:

Describing an object Describing an abstract Describing an animal

as if it were alive idea as if it were alive as if it were a person
The desk groaned under Fear stalked the children The cunning fox smiled || | | | | | | | |
|| | | | | | | | |
the weight of the books. with every step they took. with a self-satisfied grin. Try to think of other

|| | | | | | | | | |

||
| | | | | | | | |
ways you could use
2) Personification makes a description more vivid (so it ‘comes to life’ for the reader). personification in
your own writing.
3) It can also help to give a sense of the viewpoint or attitude of the writer or character:
|
| | | | | | | | | | | | | | | | | |

|
Military helicopters prowled the city, their
This shows that the writer feels that the
menacing mechanical voices threatening
to stamp out the smallest sign of activity.
helicopters are an intimidating presence.

Think about how personification improves a description PAP

E R1
0 2 How does the writer use language here to describe the woodlands?

To Catrin’s mind, no pastime could better complement a summer’s day

The forest has
than a stroll through the woodlands behind her uncle’s house. been given
As soon as she arrived, before she’d even unpacked, she would feel human qualities.
The shade has been the forest calling to her. It was never long before she wandered into the
personified as it cool embrace of the sunlight-dappled shade. The trees would smile as
embraces the girl. she meandered along the paths, and the friendly chatter of wildlife was
always the very best company.
Examiners love short
embedded quotes
The writer personifies the trees by describing how they are “calling” like this one.
This is a paraphrase — to Catrin. This creates an image of the woodland that is captivating and
mentioning something enticing, which makes the reader want to explore the woods with the character. This is good — the
from the text without a point ties into the
direct quote. The smiling trees and the “friendly chatter of wildlife” reinforce this previous paragraph.
positive image. It shows the reader how happy Catrin feels in her surroundings.
This use of personification is effective because it shows that Catrin feels Be clear on the
welcomed by the forest. question — mention
how the personification
adds to the description.

The exam papers cackled as the students filed in...

So personification’s a bit of a tricky customer — it’s not always as simple to spot as you’d think. When you’re
writing about personification, concentrate on why the writer’s used it and what effect it has on the reader.

Section Three — Reading — Language and Structure

38

Alliteration and Onomatopoeia

Here’s heaps hof hinformation hall habout halliteration hand honomatopoeia. Wait a minute...

Alliteration and onomatopoeia are about how words sound

1) Alliteration and onomatopoeia use the sounds of words to create an effect:

Alliteration is when words that are close PM’s panic!

together begin with the same sound. Close call for kids

Onomatopoeic words sound thud crackle

squish
like the noises they describe. hiss smash

2) Alliteration helps a writer to grab a reader’s attention. Naina was less than
impressed with Chris’s attempt
3) It’s often used for emphasis and to make key points more memorable. to spell ‘onomatopoeia’.

4) Onomatopoeia makes descriptions more powerful — it appeals to the reader’s

sense of hearing, which helps them imagine what the writer is describing.

Alliteration and onomatopoeia keep readers interested PAPE

R 2
0 3 How does the writer use language here to interest the reader?

Make
MILKSHAKE C!
The alliteration of
‘Milkshake Magic’ MAGI ‘fizz’, ‘crackle’ and
is repeated for even
Just add our Milkshake Magic to a glass of milk, ‘slurping’ are all
more emphasis.
onomatopoeic.
and listen to the powder fizz and crackle into a
delicious drink that you’ll be slurping up in no time!
Show that you
The writer has used language to interest the target audience of young realise who the
children. The title “Make Milkshake Magic” uses alliteration to make the writing is aimed at.

product memorable to the reader. It also makes the advert snappy and
easy-to-read which would grab the attention of young children. Stay focused on
Explain why the ‘how’ the language
writer has chosen to The onomatopoeic words “fizz” and “crackle” create a strong impression of interests the reader.
use the technique. how the drink sounds and make the product seem more exciting. This is especially
likely to gain the interest of younger readers as it is a lively and fun description of
how the product works. It would help children to imagine themselves using Develop the point
further if you can.
the product, and therefore make the advertisement more appealing.

Wait — how many vowels? No, that can’t be right...

Yep, the first challenge that this page presents is learning to spell ‘onomatopoeia’... But once you’ve got
your head around that, you can enjoy the bloomin’ brilliant bang that this page can bring to your writing.

Section Three — Reading — Language and Structure

 39

Irony
Irony — nothing to do with clothes or metal, everything to do with the tone of a piece of writing.

Irony is saying the opposite of what you mean

1) Irony is when the literal meaning of a piece of writing is the exact opposite of its intended meaning.
2) The reader can tell the writer is being ironic from the context of the writing.
3) Writers often use irony to express their viewpoint, but it helps to make what
they’re saying more humorous or light-hearted.

The context (the rainy weather) shows

It was pouring down with rain —
that the writer actually means that it was
perfect weather for a barbecue.
terrible weather for a barbecue.

Irony can sometimes be a little tricky to spot

PAP
E R1
0 4 A student, having read this section of the text, said: “The writer makes the
character’s feelings really clear. It feels as if you really get to know her”.
To what extent do you agree?

Clara sat on her lounger at the edge of the pool, thinking of all the
poor souls still trapped in the office. She’d been asked to travel You can tell she is being
to Spain for work. Stay hunched over her cramped, stuffy desk in ironic because of the
context — she describes
London or work in this paradise? A very difficult decision indeed.
it as a ‘paradise’ so
As the sun rose higher in the sky and the temperature crept up, it can’t have been a
‘difficult decision’.
she thought of dreary, cloudy London. “It’s a tough job” she
thought to herself, “but somebody’s got to do it”.

I agree with the first part of this statement, though Clara’s feelings are
potentially open to misinterpretation. Her comments about a “difficult decision” Make sure you
clearly explain why
and a “tough job” are negative if read literally, but the context makes it clear that the language is
they should be taken ironically. She clearly prefers being in Spain. Her office in ironic.
Don’t forget to
mention how much
you agree or disagree
London is “cramped”, and the people are “trapped”, whereas Spain is a “paradise”.
with the statement. The irony emphasises just how happy she is by highlighting this contrast.
I also strongly agree with the second part of the student’s statement. Her
ironic tone shows that she isn’t too serious, but that she is also perhaps quite
unsympathetic. The contrast between her situation and that of the “poor souls”
in the London office shows that whilst she is “thinking of all” of them, she is most A further personal
interested in how pleasant her situation is. As a reader, this makes me unsure as response is a good
way to develop
to whether I like her character or not. your answer.

Irony, yeah right, what a great technique...

It might seem confusing that exactly the same words can mean completely opposite things, but the context
usually makes it fairly clear when a writer is trying to be ironic — otherwise it wouldn’t be very effective.

Section Three — Reading — Language and Structure

40

Sarcasm
The word ‘sarcasm’ comes from a Greek word that means ‘flesh tearing’, so you just know it’s gonna be fun.

Sarcasm is nastier than irony

1) Sarcasm is language that has a mocking or scornful tone.
It’s often intended to insult someone or make fun of them, or
to show that the writer is angry or annoyed about something.
Phil couldn’t believe how
2) Sarcastic writing usually uses irony — but the tone is more many people liked his
new hat.
aggressive and unpleasant.

The food took 90 minutes to arrive, which

The writer’s used irony and a sarcastic tone
was just brilliant. I can think of no better way
to show his frustration and anger — it’s meant
to spend a Saturday evening than waiting
around for a plate of mediocre mush. to insult the restaurant that kept him waiting.

3) Satire is a kind of writing that uses sarcasm to make fun of a particular

person or thing — it’s often used in journalism and reviews.

Explain how you can tell a comment is sarcastic PAPE

R 2

0 4 Compare how the two writers convey their different perspectives on the economy.
Source A Source B

This shows a clearly

The Government’s new economic The Government’s really outdone The context is
positive attitude... proposal lays out an excellent itself with this latest economic plan. negative...
path for our economy. Their plan A lovely gift to the taxpayers, who
will put more money where it is will now be under even greater
... so this feels like
... so this feels like needed, which is exactly what this financial strain. All in all, exactly
a sincere opinion. a sarcastic tone.
country needs right now. what this country needs right now.

Nice opening —
The writers’ opinions differ greatly. Source A looks at the Government’s Use short quotes within
your own sentences.
it gets straight to new plan as a positive thing, describing it as “excellent”, whereas source B uses
the point.
a heavily sarcastic tone to criticise it. The plan is clearly not a “lovely gift to the
taxpayers”, as they will be under more “financial strain”.
It is interesting that both writers describe the economic proposal as Explain how you
Use technical know that the writer’s
terms.
“exactly” what the country “needs”, but with different effects. Source A’s tone is
being sarcastic.
sincere, whereas the negative context of source B makes it clear that the writer is
being sarcastic, and believes that the plan is in fact the exact opposite of “what Explain the effect
Explain the effect this country needs right now”. This method of ridiculing the Government’s plan that the use of
on the reader. sarcasm has.
may influence a reader to agree with the writer’s point of view by making the
proposal seem so ridiculous that it can’t be taken seriously.

Oh great, now sarcasm — even better than irony...

So the Greeks may have been on to something with the whole ‘flesh tearing’ thing... Sarcasm is often used
to ridicule someone or something. Not the nicest thing to do, perhaps, but you can’t say it’s not effective.

Section Three — Reading — Language and Structure

 41

Rhetoric
Rhetorical techniques make language more persuasive — see if this page can persuade you to keep going...
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There are lots of rhetorical techniques Think about how other techniques (e.g.
alliteration,

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sarcasm) could be used as rheto
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rical devices.
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1) Rhetorical questions require no answer — they make

readers engage with the text and realise the answer Is it right that footballers are paid
for themselves. This makes the reader feel like they’re such vast sums of money?
making up their own mind, when actually the writer
is trying to make them think a certain way.
The cross-country run is painful,
2) Writers often use a list of three words or phrases to emphasise
pointless and pure evil.
the point they’re making. They often repeat three adjectives.
3) Hyperbole is intentional exaggeration.
It’s used to make a point very powerfully. We had to wait forever for the food to arrive.
4) Antithesis is a technique where opposing words or
ideas are presented together to show a contrast. Just a small donation from you could
5) Parenthesis is when an extra clause or phrase is have huge consequences for others.
inserted into a complete sentence. Parenthesis
can be used in many ways, such as to add extra This issue, as I’m sure you all
information or to directly address the reader. agree, is of the highest importance.

Rhetorical devices add impact to an argument PAPE

R 2
0 3 How does the writer use language to argue their point about homework?

This is a rhetorical This plan to give students across the country more homework is shocking.
Here’s some
question. Can it really be fair to set us even more ridiculous and unnecessary hyperbole.
assignments? It’s as if they don’t think we work every hour God sends
already! Join me if you’re interested in a better work/life balance. Join me The writer uses
The writer
to make our voices heard. Join me in my campaign for less homework! ‘we’ and ‘us’ to
repeats ‘join me’
include the reader.
three times.
The writer uses a number of rhetorical devices to persuade the reader that
Opening statement
Analysing the
students should not be given more homework. The rhetorical question about is really focused
effect on the reader whether it’s fair to set more homework assignments is used to engage the reader. on ‘how’ the writer
develops ‘how’ the argues their point.
writer has argued When combined with the forceful adjectives “ridiculous” and “unnecessary”, this
their point. makes the reader think that it isn’t fair, and therefore agree with the writer’s point
of view. This is immediately followed by the assertion that students are already
It’s good to
link your points working “every hour God sends”. This hyperbolic statement makes an emphatic Using the writer’s
together wherever words really backs
possible.
point about how hard students work, which generates sympathy from the reader up your analysis of
and enhances the argument that more homework would be “shocking”. their viewpoint.

Revision is a fun, exciting, thrilling way to spend a Friday night...

Rhetoric is a powerful tool, but I’m not sure it can convince us to love revision... Remember, there are lots of
different types of rhetorical techniques, so keep your eyes peeled. Peeled eyes — now that’s disgusting...

Section Three — Reading — Language and Structure

 42

Bias
If a text is biased, it doesn’t give a balanced view — the writer’s opinion affects the writing.

Biased writing is affected by the writer’s opinions

1) Biased writers don’t usually lie, but they don’t give the full picture.
2) Sometimes the writer won’t mention something that opposes their
viewpoint, or they’ll exaggerate something that supports it.
3) Biased writing also often uses generalisations — sweeping statements
that aren’t necessarily true. Sylvester’s essay on
who was boss
wasn’t the slightes
t bit biased.
4) Bias isn’t always obvious, or even deliberate. Biased writers often seem to be
talking in a neutral, factual way — while actually only presenting one point of view.
5) You need to be able to recognise bias, so that you don’t mistake opinion for fact.
6) Look out for bias in non-fiction texts like newspaper articles and reviews.

Bias weakens a writer’s argument PAPE

R 2

0 4 Compare how the two writers convey their different viewpoints on Romeo and Juliet.
Source A — 19th century review Source B — 20th century biography
Biased writers may
Romeo and Juliet, without the slightest Romeo and Juliet is one of the most
use hyperbole if
they are trying shadow of a doubt, is the very greatest well-known and widely studied works
to convince you work of literature to have ever been of literature to have ever been penned
about something. penned in the English language. in the English language.
It truly is the pinnacle of Shakespeare’s It was among the most popular of
They often make momentous talent and will never be Shakespeare’s plays during his lifetime,
opinions sound matched by any playwright to come. and it is still performed to this day.
like facts.
Source A is written in a very biased way. The hyperbolic statements
“without the slightest shadow of a doubt” and “never be matched” emphasise the
writer’s strength of feeling, but the statements are unjustified: the writer gives
Try to use more
interesting vocabulary no evidence other than their own opinion. This bias presents the reader with
to get across your
exact meaning.
an emphatic personal argument for how good the play is, but nothing to back it Develop your point
up. This may convince some readers to watch the play, but others may feel the by writing about the
writer’s purpose and
argument is quite weak. how successful they are.
Although source B is also positive about Romeo and Juliet, the writer
bases their viewpoint on factual statements, describing the play as “well-known”
and “widely studied”. The writer of source B is also careful to use phrases like
“one of the most” and “among the most”, which shows that they are aware that
Mention the overall
difference between there are other successful and popular plays. Overall, source B presents a
the two texts. more balanced viewpoint towards Romeo and Juliet.

We’re too expensive for you — you’ll never bias...

A good way to spot bias is when the writer presents their opinion as fact (by saying something confidently),
but giving no evidence for it. This weakens their argument, as you can claim all sorts of absurd things this way.

Section Three — Reading — Language and Structure

 43

Descriptive
Ctrl Language
+ Shift + Click to Edit
Descriptive language pops its head up all over the place — writers just love it. Better get stuck in, then...

Descriptive language makes text interesting

1) Writers use descriptive techniques and vocabulary so that the reader gets a really clear image in their
mind of what the writer’s describing. It makes the text more interesting, dramatic and convincing.
2) Descriptive techniques include imagery such as metaphors, similes and personification (see p.35-37).
3) Writers often give descriptions based on their five senses (what they can see, smell, hear, touch or taste).
4) Another sign of descriptive language is when the writer uses lots of adjectives —
describing words like ‘huge’ or ‘fiery’ that give a specific impression of something.
5) Writers might also use interesting verbs, such as ‘saunter’ instead of ‘walk’
to make their descriptions really specific.

The sun was setting over the sea. This example relies on the reader to picture for
The view from the beach was incredible. themselves what a nice sunset might look like.
The salty sea air whooshed around me as This one uses interesting adjectives and
the dark-orange sun melted into the horizon, verbs to help the reader to picture and
dyeing the cobalt sky a deep crimson. even ‘feel’ what’s going on.

6) Writers can also build up the description of something throughout their work. For example, by writing
sentences with contrasting descriptions or descriptions that agree with each other.

Talk about the effects of specific words PAP

E R1
0 2 How does the writer use language here to describe how Henry feels?

Henry crept slowly towards the tall, dark, brooding building, coming to a
Describes the Uses a lot
smell to add to standstill in its looming shadow. Smoke billowed from its many chimneys,
of interesting
the description. stinging his eyes and filling his nostrils with an overpowering, acrid smell. verbs and
He watched the other workers scuttling in through the iron gates. With the adjectives.
tall building glowering down at him, he shuddered, forced his right foot out
The building is in front of his left, and began to traipse towards the doors.
personified to
emphasise how
intimidating it is. The writer uses descriptive language to make it clear that Henry is feeling very
It’s great to talk
intimidated. The verbs “crept” and “traipse” both carry a negative connotation: about the effects of
they imply walking very slowly and reluctantly, as if the character is unwilling. specific words.

Henry clearly doesn’t want to approach the building. His reluctance is also shown
Mention if language
techniques work by the use of the cumbersome phrase, “forced his right foot out in front of his
together to create left”. The verb “forced”, coupled with the extra detail of exactly how he moved his
an effect.
feet, shows that it is a considerable effort.

My dad used descriptive language when I scratched his car...

Descriptive language comes in all shapes and sizes. Look out for it in the literature extract in paper 1 and the
literary non-fiction in paper 2, and be prepared to write about the effect the descriptive language has...

Section Three — Reading — Language and Structure

 44

Ctrl + Shift +Viewpoint

Narrative Click to Edit
Literary texts will always have a narrator — a voice that is telling the story.

The narrative viewpoint is usually quite easy to spot

1) A first-person narrator tells the story using words like ‘I’, ‘we’ and ‘me’. A first-person narrator
is often one of the characters, telling the reader directly about their feelings and experiences.

I stood on the fringes of the stage, waiting A first-person narrator establishes a stronger,
my turn, fear coursing through my veins. more personal connection with the reader.

2) A second-person narrator tells the story using words like ‘you’. A second-person
narrator talks as if the reader (‘you’) is one of the characters.

You turn your head to see her walking A second-person narrator makes the
towards you. Your heart begins to race. reader ‘feel’ what the character is feeling.
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3) A third-person narrator is not one of the characters. They tell the Some third-person narrators

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| | | | | | | | | | | ||
story using words like ‘he’ and ‘she’ to talk about the characters. are omniscient — they know
what all the characters are
Ian’s elated expression could mean only one A third-person narrator has thinking. Others are limited
— they only know what one
thing: he had got a place at medical school. a more detached viewpoint.
character is thinking.

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|
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4) When writing about a narrator, think about how reliable they are. You might not be able to trust
them fully if they don’t know something, or if they’re trying to affect the reader in some way.

Think about how the narrator presents the characters PAP

E R1
0 4 A student, having read this extract, said: “Alice is clearly a very annoying character.”
To what extent do you agree?
Uses ‘she’ and is
separate to the Polly was walking down the corridor when she noticed that Alice was
characters, so it’s a walking towards her. Polly sighed, rolled her eyes and braced herself.
third-person narrator. “Hi Polly!” chirped Alice, with her typically exhausting optimism, “I hope I’ll
see you at the party later!”
Polly’s face contorted into an obviously forced smile as she nodded sharply.

Think carefully about I agree with the student’s evaluation. The writer has used the narrator’s
how the narrator’s
perspective is being used perspective to present Alice as unlikeable, despite her actions. Everything she
to affect the reader.
does is positive: she is bright, friendly, optimistic and simply invites Polly to a Link your points
together to give
party. The narrator presents her optimism as “typically exhausting” though, so a really detailed
her actions come across to the reader as tiresome, rather than positive. This is analysis of what the
writer has done.
reinforced by the narrator’s heavy focus on Polly’s expressions, which all betray
her personal dislike for Alice: she “rolled” her eyes and had a “forced smile”.

Narrator race — ‘I’ was first, ‘you’ were second, ‘he’ was third...
It can be quite easy to forget about the narrator, because they’re often not one of the characters directly
involved in the story. But try to think about how they talk, and also if you can trust what they tell you.

Section Three — Reading — Language and Structure

 45

Structure
Ctrl + Shift—
+ Whole Texts
Click to Edit
Whole text structure is all about the order that writers present events and ideas to the reader.

Structure is important for fiction and non-fiction

1) Structure is the way a writer organises their ideas within a text.
2) In non-fiction texts, writers will use structure to help them achieve their purpose. This might be to:

• Build their argument to a powerful conclusion.

• Reinforce the persuasive elements of their text through repetition.
• Set out an informative text in a clear and balanced way.
• Order their advice in a logical and easy-to-follow way.

3) In fiction texts, writers will structure their work in a way they think will entertain
the reader. For example, story writing could have a linear or non-linear structure:

Texts with a linear structure are arranged chronologically — events are described in the
order in which they happened and the text flows naturally from beginning to middle to end.

Texts with a non-linear structure are ordered in a way that makes the text interesting, rather than in
chronological order. They might include things like flashbacks, changes in perspective or time shifts.

4) Linear texts tend to build towards some form of climax, whilst non-linear texts
might begin with a dramatic moment and work backwards from there.
5) Whenever you write about structure, you need to show how the writer
has used structure to produce a particular effect on the reader.

Writers use structure to focus the reader’s attention

1) One of the easiest ways to write about structure is to think about how the writer is directing your
attention as you read. There are lots of ways a writer can do this, for example:

• The writer might draw the reader in by describing something general,

then narrow their focus down to something more specific.
• The writer could describe things along a journey and make you feel as if you are travelling with
them. This might involve moving from the outside to the inside or just from one place to another.
• A text might start with description and then move on to dialogue.
This would shift your focus from setting to characters.
• Often, a writer will use a new paragraph to start a new topic. This could be a smooth transition
or it could have a jarring effect that draws the reader’s attention to a particular part of the text.
• In non-fiction texts, the writer will usually use paragraphs to lead you from
their introduction, through their main points and onto their conclusion.

2) Often, descriptive writing will show rather than tell the reader what to focus on. For
example, it might move the reader’s attention from one place to another, acting like a
camera shot does in a film. This type of writing is often called cinematic writing.

Section Three — Reading — Language and Structure

46

Ctrl
Structure
+ Shift—
+ Whole
Click to
Texts
Edit
The narrative viewpoint will affect the structure
1) The narrator controls what the reader sees and what information they receive.
2) The narrator might withhold some information to create tension, or they
could skip over certain parts of a story because they are biased.
3) Different narrators will have different effects on the structure of a text: up
re a grown- o.”
“When you’ ip ab out to
u can sk
narrator, yo
• A third-person narrator (see page 44) will often have an overall view of the
story, and so the structure might skip around to cover lots of different events.
• For texts with a first-person narrator, the structure will probably
follow that character’s experiences quite closely.

4) Look out for texts that have more than one narrator. This might mean that the structure
jumps around or alternates between the different perspectives.
5) Some texts use a frame narrative — this is when one story is presented within another.
For example, the writer might use one character to narrate a story to another character.
This allows the writer to move between multiple settings and sets of characters.

Explain what effect the text’s structure has on the reader PAP
E R1

0 3 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 focus the reader’s attention?
For paper 1,
question 3, it will
say where in a text The mountain looked a little mysterious in the half-light of the dusky
the extract is from. evening. Its snow-capped peak stood alert, bathing in the dying embers
Make sure you of the setting sun. From there, my eye was drawn to the narrow path that
bear this in mind Think about the
wound its way precariously down past the dark woods and craggy outcrops
when writing your overall structure
answer. of the mountain face. I traced the weaving path all the way down, until it of the text as
vanished behind the spire of a magnificent church that loomed over the town you read. Try
nestled at the foot of the mountain. to identify any
perspective shifts
This was the town of my youth.
or other obvious
This was the town where I had taken my first steps. This was the structural
town where I had been to school, where I had battled through those tough features.
transition years of teenage angst and, finally, where I had first fallen in
love. It was permeated with memories of childhood games and, later in my
adolescence, secret late-night trysts.
I crossed the road and entered the alley that would take me deeper into
the warren of streets that wound their way around the foot of the imposing
church. When I finally emerged into the square, I was assaulted by a barrage
of sights and smells that instantly took me all the way back to my youth.

Section Three — Reading — Language and Structure

 47

Structure
Ctrl + Shift—
+ Whole Texts
Click to Edit

Immediately, I was back under the oak tree, crouching silently next to my best
friend Sally. We were hiding from James Cotton, and it was matter of grave honour
that we preserved our hiding place. Back then, a game of hide and seek was no
mere playground triviality, it was a fierce battle of the sexes, a passionately fought
war between two equally resolute forces. This text
contains time
Both Sally and I were fascinated with James: he was old for his age, smart and shifts — it has
funny. Obviously, at that age, this fascination manifested itself as bitter hatred. a non-linear
The coyness would come later, along with the feelings of claustrophobia and a structure.
yearning for the big city. Sally hadn’t felt the same longing for the metropolis as I
had, but she had discovered the coyness that would replace the naive and innocent
feud. She had stayed here and built a life for herself; tomorrow morning I was to
attend the wedding at which she would become Mrs Cotton.
The tolling of the church bells brought me back to the present with a start. I
needed to hurry if I was to get to my parents’ house before dinnertime. With a sigh
of nostalgia, I began the final leg of my journey back to my former home.

The text is structured to control the reader’s focus. At the start, it is as if the writer
Think about
how the writer is describing how someone might look at a painting as she draws the reader’s attention You need to talk
might have about the text as
used cinematic
to the “snow-capped peak” of the mountain and “the dying embers of the setting sun”. a whole, but you
techniques to She then uses the “narrow path” as a device to lead the reader’s focus “From there” to can also focus on
focus the reader’s how the writer has
attention. the town at the bottom. By narrowing the focus in this way, the writer is able to smoothly used individual
shift perspective. She does this using the single sentence paragraph, “This was the town paragraphs.

A perspective shift of my youth”, which shifts the reader’s focus from the landscape to the narrator’s account
could involve a of her youth. This structure enables a transition from the impersonal to the personal
shift in time or This text has been
place or both. without making it obvious to the reader that their attention is being carefully controlled. structured to
create a smooth
The structure includes a time-shift from the present, where the narrator is describing flow of ideas.
Develop her return to the town, to the past and her memories of childhood. This shift is triggered Other texts might
your points by use more obvious
by a “barrage of sights and smells” and reversed, in the final paragraph, by the “tolling perspective shifts
writing about
the effects of the church bells” that transports the narrator back to the present. The fact that the to deliberately
of structural draw the reader’s
features on
narrator’s account of the past is framed by her experiences in the present, prevents it attention to
something.
the reader. from having a jarring effect on the reader. This is also helped by the fact that the town
is used as a link between the passages that occur in the past and the passages that occur
Always use in the present. Recurring themes
examples to or ideas (called
back up your The use of a first-person narrative voice also allows the writer to use structure to motifs) can be
points — you control the reader’s focus. The reader is taken on the same journey as the narrator, used to draw
can use short together various
quotes or from moving around the town, to moving around her thoughts. This gives the reader parts of a text or
descriptions of argument.
a steady trickle of information, as we learn about the setting, then its relation to the
the text.
character, her youth and finally the complex reason for her return. This gradual supply
of information keeps the reader interested and focused on what happens to her.

Just imagine you’re in a film....

That doesn’t mean get up and start doing an action sequence in the exam hall. You need to think about how
the writer is using structure to direct your attention to certain things. Look out for cinematic techniques.

Section Three — Reading — Language and Structure

48

Sentence Forms
Writing about the effects of different sentence forms will earn you marks in questions about language,
so it’s well worth reading up on the next two pages. You’ll be a sentence pro by the time you’re done.

Sentences are made up of clauses

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The subject is | | | | |

1) A clause is a part of a sentence that has a subject and a the person

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or thing doin
g the verb.
verb. A clause will usually make sense on its own. || | | | | | | |
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| | ||

2) A single clause on its own is called a simple sentence.

The sky was grey and sombre.

This is a single clause that is also a simple sentence.
It has a subject (‘The sky’) and a verb (‘was’).

3) Simple sentences can be used to explain something clearly and simply. They are also often
used to create a sharp or abrupt tone that keeps the reader engaged or creates tension.
4) A compound sentence has two main clauses, linked by a conjunction like ‘but’,
‘and’ or ‘so’. Both clauses have to be able to make sense on their own. For example:

Writers can use compound sentences to do things

The sky was grey and sombre,
like expand on their initial statement, creating
and the rain lashed at our faces.
more detailed and interesting descriptions.

5) Complex sentences have two or more clauses, but only one of them needs to make sense on its own.

This is a complex sentence — ‘Above the sleepy town’ wouldn’t

Above the sleepy town, the work as a sentence on its own. This clause could go either
sky was grey and sombre. before or after the main clause. Writers often create interest by
using complex sentences to break up the rhythm of a text.

6) Writers use a variety of sentence forms to achieve different effects and keep the reader interested.

There are four main types of sentence

1) Different types of sentences have different purposes:

• Statements deliver information, e.g. ‘The referee made the decision.’ They can be found in all texts,
but they are particularly common in informative texts like newspaper articles, reports and reviews.
• Questions ask the reader something, e.g. ‘What would you do in my situation?’ They don’t always
require an answer — sometimes they are just there to encourage us to think about something.
• Orders, or commands, tell us to do something, e.g. ‘Consider the effects of this in the long-term.’
They often use imperative verbs (verbs that give an instruction, like ‘remember’, ‘think about’ or ‘go’).
• Exclamations convey strong emotions, e.g. ‘This is outrageous!’ or ‘This cannot be allowed to
continue!’ They usually end with an exclamation mark, and they’re common in persuasive texts.

2) For the reading questions, it’s a good idea to think about how and why writers have used particular
types of sentence — bear in mind that different sentence types are suited to different purposes.

Section Three — Reading — Language and Structure

 49

Sentence Forms
Writers use different sentence forms to interest the reader
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1) Varying the length of sentences can create different

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These are just examples — the effects of different
effects. Here are a couple of examples: sentence lengths will vary from text to text.
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The sky was growing darker. I couldn’t Short simple sentences can be used to build
see where I was going. I stumbled. tension or to create a worried and confused tone.

I waited excitedly at the foot of the stairs, listening to the A longer, complex sentence
footsteps above, thinking about the afternoon ahead, pacing could be used to give the
the hall and counting down the minutes until we could set off. impression of time dragging.

2) The order of words within sentences can also be chosen to create an effect. For example:

I had never seen such chaos before. Writers sometimes use inversion ( altering the normal
word order) to change the emphasis in a text. Here,
Never before had I seen such chaos. inversion helps to emphasise the phrase ‘Never before’.

3) If you notice something about the way a writer has used sentences, don’t just identify it
— you need to analyse the effects to show how they influence the reader.

Comment on the effects of different sentence forms PAP

E R1

0 2 How has the writer used language to convey their emotions?

This is a long The repetition in the

sentence that leaves It was late evening by the time I returned home from the shops,
tired and weary from barging my way past all the desperate sentence beginnings
the reader breathless ‘My heart began’,
by the end. It Christmas Eve shoppers. It had been a long day, and I was ‘My hands began’
emphasises the feeling ready for a relaxing bath and a long sleep. It wasn’t until I and ‘My mind began’
of weariness that the was halfway up the path that I noticed the front door was ajar. gives emphasis to the
narrator is describing.
My heart began beating wildly inside my chest as I hesitantly physical effects of the
advanced towards the door. My hands began to shake. My narrator’s fear.
mind began conjuring apparitions of the unspeakable horrors
that could be lurking inside. On reaching the door, I took a deep The use of a colon shows
breath, collected my senses and stepped across the threshold. that there is going to be
Short, simple sentences Everything was quiet and still. I crossed the hall and put down some form of explanation.
are used to reinforce the This highlights the move
my shopping. Everything looked normal. Nothing was out of
narrator’s feelings of dread. away from unexplained
place. Suddenly I heard a noise above me. Someone was short simple sentences.
upstairs. I gasped. But then a change came over me: my fear
had turned to resolute anger. Seldom had I experienced such
This inversion disrupts
This longer sentence intense fury in all my life. There was an intruder in my house, the usual word order
marks a change in tone and they had no right to be there. I made for the stairs. and focuses the
from fear to anger. reader’s attention on
the narrator’s anger.

Phew, there’s a lot to get your clause into on these pages...

This stuff’s pretty complex (see what I did there...), but it’s worth spending some time on it — it’ll really
help you in the language questions if you’re able to talk about the effects of different sentence forms.

Section Three — Reading — Language and Structure

50 Section Four — Writing — Creative and Non-Fiction

Writing with Purpose

All writing has a purpose — even this introduction, which is here to explain that this page is about purpose.

Structure your writing to suit your purpose |

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See pages 22-25

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for more about
1) The purpose of your writing might be to inform, advise, argue or persuade, writer’s purpose.
or entertain. It could even be more than one of these.

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2) For both papers, question 5 will let you know what the purpose of your writing needs to be.
3) Sometimes it will be obvious, e.g. in paper 2 you might be asked to write a letter to argue
or persuade. It can be less obvious though, so sometimes you’ll need to work it out,
e.g. if you’re asked to write a story for paper 1, your purpose would be to entertain.
4) Different purposes will need different structures, so you’ll need to think
about a structure that will help you achieve your purpose most effectively.
5) You can lay out your structure by writing a plan, so that it stays consistent throughout your answer:

In this case, your purpose is to argue, PAPE

so you’ll need a structure that sets 0 5 Write an article for your school newspaper in which you R 2
out your argument effectively. argue that teenagers are portrayed negatively in the media.

PLAN
Stating your point of view clearly
at the start of your answer helps to 1) State the problem — negative image of teens in media, changes
give your article a clear direction. way teens are perceived, breaks down links between generations.
2) Give an example of an unfair news report, explain why it’s not fair
You could present an opposing
argument and explain why it’s wrong... — not representative of all teens, exaggerates the truth.
3) Give some positive examples of teenagers to contrast negative
... then use a contrasting argument
to explain your own viewpoint. examples, explain that they’re more accurate / representative.

Choose your tone, style and register to match your purpose

1) In order to get good marks, you also need to show that you || | | | | | | | | | | | | | | | | |
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See p.31-32 for more on

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can adjust your tone, style and register to suit your purpose.
tone, style and register.
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2) For example, a text written to advise might have an objective, authoritative tone:
| | | | | | | | | | | | | | | | | |

Upon consultation with local residents, and in light of This text uses a formal register
their strong opposition, this committee recommends and complex language to
that the proposal be withdrawn immediately. make its advice seem reliable.
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3) A persuasive text needs to be more subjective (based on personal feelings). See p.41 for some rhetorical
| | | | | | |

It might try to create a personal tone that involves the reader in a text: techniques that help to achieve this.
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| | | | |

Like me, you must be weary of the incessant criticism. This text uses a rhetorical question
We’re intelligent young citizens who understand the issues and the pronouns ‘you’ and ‘we’ to
threatening our planet. Why are we being ignored? involve and persuade its audience.

4) When you adjust your writing to suit your purpose, make sure you’re
still showing off your ability to use sophisticated vocabulary.

Section Four — Writing — Creative and Non-Fiction

 51

Ctrl
Writing
+ Shiftwith
+ Click
Purpose
to Edit
Literary fiction texts are often written to entertain PAP
E R1
0 5 You are entering a creative writing competition.
The winner will have their piece printed in a national newspaper.
Write the opening part of a story suggested by this picture: The purpose will always be
referred to in the question. In this
case, you’re writing the opening
part of a story, so you’re writing
to entertain the reader.

The purpose is to
entertain, so this story
starts in the middle
of the action to grab
the reader’s interest. This uses complex
I’d never in my life needed a break so badly. My airless writing room had sentences to keep
the writing style
begun to feel suffocating; so had the frustration of my unending writer’s block. varied.
Unusual
I gave up, threw down my pen, and went out for a walk.
vocabulary makes My irritation evaporated almost immediately into the crisp autumn air. Figurative
your writing more language helps the
interesting and Buoyed by the hope of finding inspiration amongst the fiery leaves that reader to imagine
enjoyable to read. surrounded me, I ambled contentedly through the silence of the golden wood. the writer’s feelings.

Non-fiction texts can have a variety of purposes PAPE

R 2
0 5 ‘Cosmetic surgery is a psychologically damaging procedure that increases the
pressure to achieve an unrealistic level of perfection. It should be banned.’
Write an article for a broadsheet newspaper in which you explain your point In this task,
If you’re writing to your purpose is
persuade, you could of view on this statement and persuade your readers to agree with you.
to explain your
structure your point of view
answer by stating Public consensus has long seen cosmetic surgery as a mere vanity project, a and persuade
an opposing your readers.
opinion and then procedure dreamed up by the wealthy to aid their endless pursuit of perfection.
counteracting it. This seems somewhat unfair on the medical establishment.
In truth, cosmetic surgery sits at the height of medical achievement. Far
Emotive phrases from being a symptom of a shallow society, cosmetic procedures are a solution:
like this can help to
make the audience they offer the chance of a new life. Plastic surgery has the power to improve You need to
sympathise with lives, something that has always been an important medical objective. use a confident,
your viewpoint. assured tone to
It is time for a sea-change in attitudes to plastic surgery — it is no longer be persuasive.
acceptable for the world to view with scorn those who have chosen to specialise
in the improvement of the human form.

This revision guide’s purpose is to get you through your exams...

Don’t forget that writing can often have more than one purpose — make sure you think about all the reasons
that you’re writing, so that you can adapt your style and produce a top-quality piece of writing. Easy peasy.

Section Four — Writing — Creative and Non-Fiction

52

Ctrl
Writing
+ Shift
for+an
Click
Audience
to Edit
For each writing task, you’ll need to bear in mind your audience. Your audience is just anyone who’s going
to hear or read your writing — it doesn’t mean you’ll have to perform your work to a room full of strangers...

Work out who your audience is

1) For question 5 on both papers, you’ll need to pay attention to the audience you’re writing for.
2) In paper 1, the question will usually specify a particular audience:
PAP
E R1
You are going to submit a short story to a magazine.
0 5
The magazine is aimed at young people aged 14-18.
Here’s the audience —
‘young people aged 14-18’. Write a short story about somebody who has travelled a long way.

3) In paper 2, you might need to work out from the question who
your audience is. The form and content will give you some clues:

This statement is about schools, so the PAPE

‘Students should attend classes virtually. In R 2
audience will be people interested in 0 5
education, such as parents or teachers. today’s digital society, it’s illogical that students
still have to leave the house to go to school.’
You’re writing a broadsheet Write a broadsheet newspaper article in which
newspaper article, so your audience you argue the case for or against this statement.
will mostly be well-educated adults.

Choose your tone, style and register to match your audience

1) Once you know who your audience is, you’ll need to adapt your tone, style and | || | |
| | | | | | |
| | | | | ||

See p.31-32 for

| | | | | | |
| | | | | |

register so that they’re appropriate to the people who will be reading your writing.
more on tone, style
2) For example, you might want to consider the age and level of expertise and register.
| | |

|
|
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| | | | | | | |
| | | ||

of your audience, as well as your relationship with them.

Age
Expertise
• If you’re addressing a younger audience, you might use a
• Different audiences will
more light-hearted tone, with a colloquial or chatty style.
have different levels of
• A formal, serious register might work better for older expertise in the subject
audiences. You might also use a more complex style you’re writing about.
than you would for a younger audience.
• For example, if you’re
writing a report for a panel
Relationship with reader of experts, your register
should be very formal,
• If you’re writing to a familiar audience, you might with a style that uses
use a conversational style and a friendly tone. more specialised language
than if you were writing
• If you’re writing to an unknown audience, it might be
for a general audience.
better to use an impersonal tone and a formal register.

3) Whoever your audience is, you should always aim to show your writing skills
to the examiner by including a range of vocabulary and sentence types.

Section Four — Writing — Creative and Non-Fiction

 53

Writing for an Audience

Literary fiction texts need to engage their audience PAP
E R1
0 5 You are entering a creative writing competition.
The judges will be a panel of your teachers.
Write the opening part of a story about a character’s birthday.
The audience for
this question is Amelia’s eighteenth birthday had truly been a day like no other. It was the day
your teachers.
she first met Jack: a tall, handsome stranger dressed in a naval uniform.
Don’t be fooled by the intrusion of a charming stranger into this narrative. This
For this task, your
is not a romance novel, and Amelia was not Cinderella. Jack was her brother —
immediate audience her long-lost brother, who had left to join the Navy before she had been born, and
is a panel of judges
— you need to
who returned now with the cowed despondence of a disgraced man. To impress
teachers, you
impress them by Amelia could never forget her mother’s face as she had opened the door to greet will need to
writing engagingly. Try
surprising them with another well-wishing neighbour, only to find her lost son hunched on the doorstep. use a formal,
sophisticated
something unexpected, Her features appeared to melt, losing all definition as they formed themselves into a register.
e.g. addressing the
reader directly. canvas over which several emotions flashed. At first there was shock, which quickly
became anger, then relief, and finally, remorse.

Non-fiction texts can use a personal tone PAPE

R 2
0 5 ‘Social media has provided a new way for us to interact with our peers. In
turn, this has led to the creation of a new forum for bullying — the Internet.’
Write a speech to be given at your school, advising teenagers on how
You’re writing to
to cope with the threat of internet bullying. advise teenagers.
In this task, you’re Use words like
writing for a teenage We are a generation that has been raised in the era of social media. Every “we” and “you”
audience, so you’ll need day, most of us use some form of social media to broadcast our identities. We’re to establish a
to adjust your tone, style connection and give
and register accordingly. telling the world, “This is who I am.” That’s why cyber bullying can be so upsetting your advice calmly,
— it can feel like your whole identity is being attacked. without being
patronising.
There are many different ways to deal with online bullying. The first thing you
Your tone should be need to do is report it. You can usually do this on the social media site itself, but
helpful and friendly,
but in this case your if you don’t feel comfortable doing this, you should talk to someone in person.
register should still Suffering in silence will only make things worse.
be quite formal.
Don’t use any slang If you find you are the victim of persistent bullying, take steps to block the
or text speak.
person who is bullying you from contacting you. It’s also a good idea to record
the bullying in some way — you could take a screenshot, or even just save the
messages somewhere. This will make things much easier to report later.

I don’t believe it, she’s written an essay! And the crowd goes wild!
You’ll be pleased to hear that your audience won’t actually be there in the exam room — although I suppose
it might be nice to have a group of people to applaud you whenever you craft a particularly good sentence...

Section Four — Writing — Creative and Non-Fiction

54

Ctrl +Writing
Shift + Click to Edit
Stories
Story-writing is a task that might pop up in paper 1, question 5. You might have to write a short story, or focus
on writing a particular bit, like the opening or the ending. It’s time to sharpen up those storytelling skills...

Grab your reader’s attention from the start

1) It’s always a good idea to start your stories with an opening sentence
that’ll make your reader want to carry on reading. For example:
You could start with a direct address to the reader:

Everybody has a bad day now and again, don’t they? Well, I’m going to
tell you about a day that was much, much worse than your worst day ever.
Grabbing attentio
n had never
been a problem for
Marvin.
Or you could try a description of a particularly unusual character:

Humphrey Ward was, without a shadow of a doubt, the most

brilliant (and most cantankerous) banana thief in the country. ||
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| | |
Try to avoid clichéd

||
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| | | | | | |
openings like ‘Once
2) If you start your story in the middle of the action, it’ll create a fast-paced upon a time’.
atmosphere that makes the reader want to find out what happens next: || | | | | | | | | | | | | | | | | ||

I couldn’t believe it. He was gone. “He must be here,” I thought to myself as I went through the shed,
desperately throwing aside box after box. It was no use. Peter had run away, and it was all my fault.

3) This example explains some of what’s happening after a few sentences, which
keeps up the fast pace of the narrative — so the story stays interesting.
4) You could also try prolonging the mystery to create tension in your narrative. Just make
sure you reveal what’s going on before it gets too confusing for your audience.
5) However you start your writing, you need to make sure it’s engaging
and entertaining for the reader — so whatever you do, don’t waffle.

Try to build the tension from the start PAP

ER1
0 5 Your school is making a creative writing anthology that will be sold
to other pupils. You have decided to submit a piece of writing.

Write the opening part of a story about a trip to the beach. This text solves the
This story starts mystery of what’s
in the middle of The waves drowned out my shouts as they crashed against the rocks with going on fairly quickly
the action — we to maintain the pace.
thundering force. I had only closed my eyes for a minute, and now I had awoken
don’t know who the
narrator is or why to find that Amy was nowhere to be seen. I scanned the deserted beach,
they’re shouting. Use key words to
searching for any sign of my beautiful daughter. show as clearly
Amy had been wearing a blue pinafore dress that made her look like Alice as possible that
you’re answering
in Wonderland. I remembered joking with her about how funny it would be if the the question.
Try to keep the Queen of Hearts had suddenly appeared to chase her along the sands. She had
tension building
as you move on merely giggled and returned to the digging project that was taking up all her
from your opening
paragraphs.
attention. But where was she now?

Section Four — Writing — Creative and Non-Fiction

 55

Ctrl +Writing Stories

Shift + Click to Edit
Make your language and narrative viewpoint fit the task
1) Different word choices will have different effects, so you’ll need to pick
vocabulary that creates the right tone for your story. For example:

The door screeched open and I carefully

Words like ‘screeched’, ‘dingy’ and
entered the dingy cellar. Shadows cast by my
torch leapt up at me through the gloom.
‘gloom’ make this writing sound spooky.

I burst noisily through the thicket of trees

Words like ‘burst’, ‘sprinted’ and ‘chasing’
and sprinted towards the shore. The men
were still chasing me, bellowing threats.
make this writing sound exciting and dramatic.

2) You also need to think about what narrative viewpoint you’re going to use (see p.44).
3) A first-person narrator uses the pronouns ‘I’ and ‘we’, as they’re usually one of the characters in the story.

I quickly scanned the book for anything The first-person narrative makes things
that might help. My heart was racing; more dramatic by helping the reader to
I knew I needed to work fast. imagine the story is happening to them.

4) A third-person narrator uses words like ‘he’ and ‘she’ to talk about the characters from a separate viewpoint.

Shamil lit the bonfire carefully, then The narrator isn’t part of the story. This
retreated back a few metres as the creates distance, as the narrative voice and
feeble fire began to crackle and spit. the characters are separate from each other.

Use descriptive techniques to make your text engaging PAP

E R1
0 5 Write the opening part of a story suggested by this picture:

Make clear
references to the
prompt you’re given
in the question.

Using figurative
language, like similes
and personification,
The sun dipped low beneath the looming, dusky sky. Its daytime glory was reduced will help to make
Use techniques
like alliteration and
to the fading flicker of a tiny ember that only just protruded above the dark horizon. your text more
engaging.
repeating patterns Down in the valley, the camp hummed with activity: people milled about like ants,
to add rhythm to
your text. erecting tents, cooking meals and lighting fires, the smoke from which crept stealthily
This description
up the side of the mound, eventually reaching the rider’s nostrils and filling him with uses a third-person
Combine visual the warming aromas of home. narrator, so the
imagery with other narrative isn’t
A glance beyond the confines of the camp revealed the open plains beyond, as they limited by the
senses to help the
reader imagine bathed in the warmth of the dying light. Come nightfall, these plains would transform rider’s perspective.
they are there with
the narrator.
from places of refuge into discordant wastelands, answerable only to the laws of nature.

Section Four — Writing — Creative and Non-Fiction

56

Ctrl +Writing
Shift + Click to Edit
Stories
It’s important to write a good ending
1) Whether you’re asked to write the end of a story, or a different part, it’s still important that you
finish it well — you want to leave the examiner with a great impression of your writing abilities.
2) Here are some examples of different ways that you could end a story:

• You could finish with an unexpected plot twist that will shock the reader.
• You could show the main character coming to some kind of realisation.
• You could create a cliffhanger ending by finishing with a question.
This will leave the reader thinking about what will happen next.
• You could have a neat, happy ending that will satisfy the reader. Buster had come to the realisation
that he was going to need a hair cut.
3) If you find you’re running out of time, think up a quick ending — make sure
you show how the story ends, and finish with a short, punchy line.
4) Under absolutely no circumstances use the ending, “And it was all a dream.”

Try to make your ending as powerful as possible PAP

E R1
0 5 Write the ending of a story about somebody who made a bad decision.

The narrator has had

I knew I should never have stolen the vase. It had been a moment of
a realisation, which madness. I had just seen it sitting there, and it looked so beautiful and
hints to the reader
that the story is about elegant. All of my problems stemmed from that decision, that single flash of
to come to an end. foolishness. Your final
paragraphs
I spent a long time wondering what to do with the vase. I studied it intently. should build the
tension towards
It was too beautiful to discard, too dazzling to keep concealed any longer. a climax that will
Eventually, I made a decision. I took it to the cliff and threw it over, watching resolve the action.
it smash on the rocks below. It was an awful sight, but at least my guilty secret
was gone forever.
After you’ve given a Late that night, the wind was howling around my tent, and the rain was
satisfying ending, you
could go on to add an pelting down on the canvas. Suddenly, there was a huge crash of thunder and
unexpected twist that a blinding flash of lightning. Terrified, I ran out of the tent, only to be greeted
leaves the reader with
doubt in their mind. by a strange apparition: there, sitting on top of a tree stump, was the missing However you end
your text, make
vase. It was completely whole. Not a single crack was visible on its smooth, sure it’s exciting
shiny exterior. I whirled around and scoured the field for any sign of an and powerful.

intruder. That was when I saw the old, hunched man walking slowly away.

“It was all a dream” — the examiner’s nightmare...

Seriously — steer as far away as you can from clichéd endings. All they do is prove to the examiner that you
haven’t thought very hard about your answer, as well as making your story more boring than double Physics.

Section Four — Writing — Creative and Non-Fiction

 57

Writing Descriptions
For paper 1, question 5 you could be asked to write a description. Your aim is to give your audience a detailed
idea about a character or scene, so you’ll need to use words to paint a vivid, interesting picture in their mind.

Descriptions are detailed

1) Descriptions use strong visual language to create an impression of a person or place for the reader.
2) You don’t need to include as much plot or action — focus mostly on describing the subject.
3) Even though there’s no plot, you still need to structure your writing — e.g. you could start
with a general description, then go on to describe some more specific details.
4) The purpose of a description is normally to entertain the reader, so you need
to adapt your writing style accordingly, and keep your language interesting.
5) Descriptions need detail. For example, a character description might include:

• A character’s physical features, e.g. hair colour, clothing.

• A character’s personality, e.g. they could
be funny, serious, reserved, extroverted.
• Any other particular features that reveal more Alice had nearly forgotten to
about them, e.g. any nervous habits. describe Maria’s habit.

• Your personal opinion, e.g. what you like or dislike about them.

Use language to describe a character or scene PAP

E R1
0 5 Write a character description about someone who is intimidating.

The woman’s fingernails tapped impatiently against the wood of the mantelpiece.
You can use the
character’s habits to She was standing still, but the motion of her perfectly-manicured fingernails, and One way to structure
create an impression your writing is to start
of their personality.
the impatient huffs of air that were regularly expelled from between her thin lips, with a tiny detail, then
made her seem restless and agitated. Somehow she gave off the impression that expand outwards.

she never really stopped moving.

Use figurative She was an angular exclamation mark of a woman, and she stuck out like
language to Use the five
show off your
a sore thumb against our familiar, homely surroundings. She wore her dark
senses to create
descriptive skills. hair short; it had been meticulously combed into an unforgiving style that cut a really detailed
description.
into her sharp cheekbones. Her suit was an inky black colour, which only served
You can write to emphasise her militantly slender form. When she spoke, her voice was low
from any narrative Don’t lose your focus
and commanding, and her expression was set into a permanent frown that was — remember that
viewpoint, as long
as it’s appropriate half-angry, half-distracted, and wholly intimidating. your answer needs to
to your purpose be about somebody
and audience.
She was the most terrifying person I had ever met. intimidating.

How do you contact the Ancient Egyptians? Write to de scribe...

You can really pull out all the weapons in your descriptive arsenal for this one — go to town with metaphors,
similes, alliteration, personification, adjectives, the five senses, repetition, onomatopoeia, hyperbole — and lists...

Section Four — Writing — Creative and Non-Fiction

58

Writing
Ctrl + Shift
Newspaper
+ Click Articles
to Edit
Read all about it... paper 2, question 5 might ask students to write a newspaper article... read all about it.

Newspaper articles report events and offer opinions

1) A newspaper’s main purpose is to inform people about current affairs and other topics of interest.
2) Some newspaper articles directly report news. They convey facts about a story or theme, often using
an unemotional tone and a sophisticated style to make the information seem accurate and reliable.
| || | | | | | | | | | | | | | | | | |
3) Other newspaper articles offer the viewpoint of the writer on a news story or theme. Make sure that your

| | | | | | | | | | ||

||
These are sometimes called commentaries, columns, editorials or opinion pieces.

| | | | | | | | | |
own viewpoint comes
across whichever type
4) As well as informing the reader, commentaries try to entertain their audience of article you write.
by making readers engage with the personality of the writer. | | | | | | | | | | | | | | | | | | | |

Commentaries need to engage their audience

1) To grab the audience’s interest, a commentary might use a personal tone and
a conversational style to help convey the writer’s opinions and personality.

It seems to me that this lot all need to take a deep This uses colloquial words to
breath and stop whinging. Nobody’s going to bulldoze create a conversational style
our green spaces any time soon — they’ll have to and sarcasm to convey the
spend 25 years making a planning application first. viewpoint of the writer.

2) Rhetorical techniques (see p.41) are commonly used in commentaries to help get the
writer’s opinions across forcefully and to encourage readers to agree with the writer.

What happened to the good old days, when the presence of a heap of This uses rhetorical
spuds on the table at dinnertime brought delight all round? Has all questions to engage and
this ‘health food’ nonsense made us forget our faithful starchy friend? persuade the reader.

The layout of an article is important

Newspaper articles often use layout features to engage the reader’s attention and convey information clearly.

SECRET WEDDING FOR Straplines are short statements that

Headlines tell you, very briefly, what expand on the headline. They try to
an article is about. Headlines need to DUTTON DUO hook the reader, after the headline
capture the audience’s interest so that has got their initial interest.
Private ceremony for TV's cutest
they carry on reading the article. By our showbiz reporter, Joe Snooping
couple
Actors Simon Tremble and Katie
Davies, stars of the TV series Dutton
Manor, married yesterday at a secret
ceremony in the Lake District.
LOVE AT FIRST SIGHT
Subheadings are used to split an article up. According to insiders, the pair got
together just three months ago and
Articles often start with a
engagement was only announced their

Each subheading briefly tells you what the

publicly last week. Thirty close friends
and family, including several co-stars
sensation Al Blue performed at the
, joined them to celebrate, and pop short paragraph that gives an
overview of the story or theme.
reception.
next section of text is about, often in an DIRECTOR IS ‘DELIGHTED’
interesting or humorous way. Director of the series, Julian Parker,
‘absolutely delighted’ for the couple
told The Daily Gossip that he was
and added that they are ‘perfect
each other’. However, he refused for
to comment on rumours that Simon’s
character in the show may be killed
off when the new series begins in
April.
COUPLE TO HONEYMOON IN CARIBBE
AN
After their wedding, the couple jetted
off on honeymoon to the
beautiful island of Antigua. They
will stay at a luxury beach resort
for two weeks before returning to
London to set up their new home.

Section Four — Writing — Creative and Non-Fiction

 59

Writing Newspaper
Ctrl + Shift + Click Articles
to Edit
Newspapers have varying audiences
1) Newspapers are broadly split into two types — tabloids and broadsheets.
2) Tabloids (such as The Sun and The Mirror) tend to focus on more sensational
topics and people, making their news stories accessible and with a wide appeal.
| |
3) Broadsheets (such as The Telegraph and The Guardian) are | | | | | | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | |

||
| | |
on the
Most newspapers also publish articles

| | | | | | | | | | |
thought of as more formal, ‘high-brow’ journalism — focusing

| | | | | | |
e asked to write a news article
internet. If you’r
on what are thought to be more sophisticated topics. for an onlin e audie nce, think abou t how your
youn ger or
audience might be different (e.g.

| | | | | | | | |
4) Question 5 will tell you what form to write in, e.g. of unde rstan ding abou t the
with a different level

| | | |
‘a broadsheet newspaper article’ — make sure you adapt | | subject), and adap t your writi ng to suit.
your tone, style and register to the right audience.
| | | | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | |
| | | ||

Make sure your article gives your opinion

PAPE
R 2
0 5 ‘You will never be able to get the real feel of a place by taking a guided tour.
The true heart of any country lies off the beaten track.’
This question is asking
Write an article for a broadsheet newspaper in which you to give your
you explain your point of view on this statement. opinion on a topic.

Your headline
needs to be short
FORGET THE ROAD LESS TRAVELLED Use a strapline
to summarise
and punchy to Guided tours are the best way to experience somewhere new. the article in an
engage the reader.
interesting way.

At some point or other, we’ve all been faced with a travel snob: that
You’re giving an
opinion, so your particular breed of rough-and-tumble traveller who knows all about where
tone should be
quite personal.
to go, what to see and, most importantly, how to see it. The travel snob thinks Use rhetorical
that guided tours are for the uncultured bores of this planet. The travel snob devices like repetition
to make your
believes in travel without a destination. And yet, the travel snob will always writing entertaining
find time to tell you about a ‘hidden gem’ that only they can take you to. and persuasive.

You would think someone so worldly-wise would have realised the irony by
You can use a
Make sure you link now — travel snobs are themselves tour guides. The places that they think sarcastic tone to give
your answer to the
prompt you’re given are ‘off the beaten track’ are transported, by their recommendation, right onto your writing a sense
of personality.
in the question. ‘the beaten track’. They are the one beating the track, leading the tourists
away from their well-known honeypot attractions and into ‘the heart of things’.
Opinion articles In the meantime, guided tours are often run by local people, who will
often combine a
conversational style
frequently have a real treasure trove of local knowledge. How can a throwaway
with complex sentences recommendation from an outsider possibly surpass that? Anybody who wants
and vocabulary.
to see the true heart of a country must be guided by the people who live in it.

“Why do you prefer broad sheets?” “I’ve got a really wide bed...”
It’s worth having a look at some real newspaper articles as part of your revision. You’ll soon start to spot some
patterns in the vocabulary and structure that they use, which you can use to help you write a top-notch answer.

Section Four — Writing — Creative and Non-Fiction

60

Writing Leaf lets

Leaflets need to give the reader lots of information in a clear, organised way.

Leaf lets can have varied audiences and purposes

1) Leaflets can have any purpose, but they’re often used to advise (e.g. a leaflet advising the reader to
open a savings account) or persuade an audience (e.g. to vote for a particular political party).
2) They can have a general audience (e.g. a leaflet about the importance of healthy eating) or
a more specific audience (e.g. a leaflet advertising a particular museum or exhibition).
3) Leaflets need a clear structure to break up information. This could include:
| | | | | | | | | | | | | | | | | | | | | | | | | |
| || | | | | | | | | | | |

||
• a clear title • bullet points It’s important to break up the information in a

| | | | | | | | |

| | | | | | |
leaflet, but don’t waste time in the exam trying
• subheadings • boxes around extra bits of information || to make it look pretty or drawing pictures.
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| | | | | | | ||

4) Leaflets also need to grab the reader’s attention, so that they remember all the information they’re
given. You can use language techniques, such as lists of three or direct address, to achieve this.

Organise your leaf let in a clear and interesting way

PAPE
R 2
0 5 ‘Keeping fit as a student is too hard. Gym memberships and exercise equipment
are too expensive for young people, and students don’t have time to exercise.’
Write the text for a leaflet in which you advise students about how to keep fit.
Use a title to KEEPING FIT THE EASY WAY
catch the reader’s You’re writing for
attention. Exercise is important for your health, but as a student your time and budget may be students, but you
should still use a
limited. Fortunately, there are many cheap, simple, fun ways to keep fit. formal register and
WALK THE WALK Standard English.

Use interesting Walking costs you nothing, and it doesn’t require too much spare time. You could try:
subheadings • Walking to a friend’s house instead of asking your parents for a lift.
to organise Use bullet
your answer • Planning a longer route to a destination you already walk to. points to break
and hold the • Getting off the bus or train a few stops early and walking the rest of the way. information up
reader’s interest. for the reader.
PEDAL POWER
If you own a bike, cycling is an excellent way to keep fit. Look at your council’s website
Imperatives and
to see if there are cycle routes nearby, or plan a safe route on your local roads. direct address
Short paragraphs DANCE THE NIGHT AWAY create a clear,
can help to confident tone.
break up the Dancing can help to maintain your fitness and improve your coordination, regardless
information in
a text.
of your skill level. Try looking for tutorial videos on the Internet to help you learn. Alliteration
YOUR TURN... and a list of
three emphasise
These are just a few ideas; there are many more options available. Whether it’s skipping, the variety of
skating or salsa, there will certainly be something for you. activities on offer.

And here I was thinking a leaf let was a baby leaf...

Leaflets can be written for a wide variety of different audiences. Make sure your leaflet is adapted to the
audience you’re given in the question by choosing a suitable writing style that uses appropriate language.

Section Four — Writing — Creative and Non-Fiction

 61

Ctrl +Travel
Shift +Writing
Click to Edit
Travel writing needs to really convey your feelings about the place you’re writing about.

Travel writing is personal and descriptive

1) Travel writing is an account of a writer’s travels to a specific place.
2) If you’re asked to produce some travel writing for paper 2, you’ll

© Miguel Angelo Silva/iStockphoto.com

need to convey your thoughts and opinions about the place you’re
writing about, as well as give some information about it.
3) A piece of travel writing can entertain the reader (e.g. if
it’s in a book or magazine), inform them (e.g. if it’s in a
travel guide), or persuade them to visit a destination. The travel brochure had faile
d
to specify exactly what they
4) However, it’s usually written for a combination of these purposes, e.g. meant by “transport included
travel guides are often written to both inform and entertain the reader. ”.

5) Travel writing usually has a personal tone, and it’s almost always written in the first person.
Try to write in a conversational style, but don’t forget to use lots of descriptive techniques too.

Use interesting language to convey your opinions PAPE

R 2
0 5 ‘New York is the city of dreams. There is no greater place on earth.’
Imagine you have just visited New York. Write an article for a travel
This question asks you
magazine in which you explain your point of view on this statement. to write a magazine
An interesting, article. It needs to
punchy title and
DISMAYED IN MANHATTAN be entertaining and
informative, and could
strapline can help Lucy Farthing says “no thanks” to New York. also persuade the
to grab your
audience’s attention. I’ve travelled to many cities during my career as a travel writer, and it’s fair reader to agree with
your point of view.
to say that there are a few I’d rather have avoided. None, however, have quite
Use personal matched up to the levels of discomfort, disappointment and sheer frustration I
pronouns like ‘I’
to make the tone experienced in the city of New York.
of your writing I suspect my high expectations didn’t help. Before embarking on my trip,
more personal. Make your
I’d been regaled with stories from friends and family who’d already visited the opinion on
Link your answer
place. “It’s the city of dreams”, I was told; “the best city in the world!” the statement
very clear.
back to the What I realised instead, somewhere between my fifth cup of overpriced
statement.
coffee and my fourteenth hour-long queue, was that New York is the city of
Try to use all five nightmares. Not only did it feel like the world’s busiest city, it felt like the
Use interesting
senses to create noisiest, too; by the end of my week there I found myself longing for the joys of language to
a sense of the
silence and solitude. Maybe for some, New York is a city where dreams come make your
atmosphere of
text more
the place. true, but it was certainly far from the inspiring haven I had hoped to find. entertaining.

Travel left-ing... ...Travel right-ing

You don’t necessarily have to sing the praises of the place you’re writing about. It’s fine to have a negative
opinion, as long as you express it clearly and use the appropriate language, tone and style for your audience.

Section Four — Writing — Creative and Non-Fiction

62

Ctrl + Shift
Writing + Click
Reports andto Edit
Essays
Reports and essays use a similar tone and style, but they do have one difference. Read on for the big reveal...

Reports and essays are similar

1) Reports and essays should be impersonal and objective in tone — you’ll need to go through the arguments
for and against something, then come to a conclusion that demonstrates your own point of view.
2) Reports and essays should follow a logical structure. They need to have:

• An introduction that sets up the main theme.

• Well-structured paragraphs covering the strengths and weaknesses of the arguments.
• A conclusion that ties things together and offers your own point of view.

3) The purpose of reports and essays is almost always to inform, but they often advise their audience too.
4) You need to make sure you write for the correct audience — essays usually have quite a general
audience, but reports are normally written for a particular person or group of people.

Reports should analyse and advise PAPE

R 2
0 5 Your school has a certain budget for extra-curricular activities. This
year, they have a small amount of money left over, and they are
deciding whether to award it to the rock-climbing club or the film society.
Write a report for the board of governors in which you discuss the
options and make a recommendation of what you think they should do.

A Report Into The Possible Uses Of The Extra-Curricular Budget

By: John Coughton
Prepared For: Board of Governors Your language
At the start, show
Date: 21st April 2015 should be very
that you are clearly
formal and
aware of who your This report has been commissioned by the board of governors to identify the impersonal, but
audience is.
you still need
best use of the funds available for extra-curricular activities at St. Swithins Park to convey a
Secondary School. Two options have been investigated: the rock-climbing club and viewpoint.
You don’t need to
create any suspense the film society. After careful consideration of the evidence collected from various
— give your opinion
in the introduction.
interviews and data analysis, the conclusion has been reached that the film club is
the most logical recipient of the excess funds. In the real answer,
you would go on
Phrases like ‘on the On the one hand, the rock-climbing club appears to be the most obvious choice to include several
one hand’ show that as it is the most costly to run: the club organises frequent expeditions involving more paragraphs
you have thought and finish with a
about both sides of expensive equipment and high travel costs. Having said that, the club does charge conclusion that
the argument. gives advice.
a members’ fee, which helps to alleviate some of this financial burden.

My school reports certainly covered my weaknesses...

Reports and essays are pretty straightforward when it comes down to it — just make sure that you’re being as
objective, analytical and formal as possible. It may be a bit boring, but it’s a perfect recipe for exam success.

Section Four — Writing — Creative and Non-Fiction

 63

Writing
Ctrl + Shift +Reviews
Click to Edit
Writing a review involves clearly giving your opinion about something. The audience are reading because
they’re genuinely interested in your opinion, so what you say goes. You have all the power. Mwa ha ha...

Reviews should entertain as well as inform

1) A review is a piece of writing that gives an opinion about how good something is
— it might be a book, a piece of music or even an exhibition.
2) Reviews can appear in lots of different publications. If you have to write a review
in the exam, the question will usually tell you where it’s going to appear.
3) The publication where your review appears will affect what kind of audience you’re writing for and
how you write. For example, a film review for a teen magazine could be funny and chatty, but a
review of a Shakespeare play for a broadsheet newspaper should be serious and informative.
4) You should also pay attention to purpose. Your review could have several different purposes:

• Your review needs to entertain the reader.

• You also need to inform the reader about the thing you’re reviewing, based on your own opinion.
• You might also need to advise the reader whether or not to see or do the thing you’re reviewing.

5) Don’t get too hung up on describing everything in minute detail — it’s much
more important that you give your opinion. Just keep your review engaging
by focusing on the interesting bits and using sophisticated language.

Your review needs to give an evaluation PAPE

R 2
0 5 Imagine you have been to a music concert.
Write a review for a broadsheet newspaper that gives your opinion of the concert.
This review is
‘Music through the Millennium’: A Feast for the Ears for a broadsheet
Make your opinion newspaper, so make
clear from the start
From the moment the audience took their seats, the auditorium was buzzing
sure you adapt your
of the review. with excitement, and they were not to be disappointed. This stunning collection of writing appropriately
— use a formal
classical and contemporary pieces took the audience on an unforgettable journey register with fairly
Make sure through a thousand years of music, from the intense gloom and misery of funeral complex language.
your review is marches to the pounding excitement of percussion movements, and the intense joy
informative as well
as entertaining. of some truly superb symphonies. This was a sonic experience not to be missed: a
Use figurative
congregation of musical heavyweights that each packed a punch strong enough to language to
knock the emotional stuffing out of even the stoniest of hearts. From start to end, make your review
interesting.
‘Music through the Millennium’ was a true schooling in the stirring power of music.

I read an article about cheese once — it was a brie-view...

Reviews are quite a nice thing to write — they’re all about your opinions, which means you can go to town on
saying what you think. You should try to express your thoughts clearly, and in a way that entertains the reader.

Section Four — Writing — Creative and Non-Fiction

 64

Ctrl Writing
+ Shift +Speeches
Click to Edit
A speech needs to be powerful and moving. You should aim to have an emotional effect on the people who
are listening. See if you can reduce them to tears with your carefully crafted sermon. Go on, I dare you...

Speeches need to be dramatic and engaging

1) Speeches are often written to argue or persuade, so they need
to have a dramatic, emotional impact on their audience.
2) One way to make a speech persuasive is to give it an effective structure — arrange your points so
that they build tension throughout your answer, then end with an emotive or exciting climax.
3) You can use language techniques to make your writing engaging and persuasive: ||
| | | | | | | | | | | | | | | | | | |
|
Persuasive language

| | | | | | | | | | |

| | | | | | | | | | |
techniques like these
These accusations are hateful, Alliteration and the use of a list of three are known as rhetorical
hurtful and humiliating. adjectives make this sound strong and angry. devices — see page 41.
|| |
| | | | | | | | | | | | | | | | | | |

Do we truly have no other option? Rhetorical questions and exclamations engage the reader
The current situation is a disgrace! and make your writing sound more like spoken language.

4) Remember that speeches are spoken, not read. Try to use

techniques that are effective when they’re spoken out loud.

Your speech should make people think PAPE

R 2
0 5 ‘The practice of keeping animals in zoos cannot be allowed to continue.
It is inhumane and encourages the use of animals as mere entertainment.’
Write a speech to be delivered at an animal welfare conference, in which you
Start off by persuade your audience to agree with your point of view on this statement. Try to use lots
addressing your of personal
listeners directly Ladies and gentlemen, I have called you here today to defend the practice of keeping pronouns like
and announcing ‘I’, ‘you’ and ‘we’
the reason for your animals in captivity. I believe that zoos represent a positive presence in this country.
to engage your
speech — show that The vast majority of modern British zoos are focused on conservation and education. audience.
you’ve understood
your purpose and To my mind, these important values are worth preserving. It is essential that we give our
audience. The word
youngsters a sense of awareness about the world around them. We must impress upon the ‘must’ creates a
youth of today the need to protect endangered species and habitats. Zoos can help us to do confident tone.
Vary the lengths
of your sentences this. Modern zoos offer extensive opportunities for these kinds of educational experiences:
to show pauses there are interactive exhibitions, talks from conservationists and live question-and-answer
and emphasis.
forums that will help to educate our young people. Use rhetorical
Zoos can help us inspire a generation with the importance of conservation. Zoos can devices like
You could use lists of three
repetition to increase help us raise awareness of environmental issues. Zoos can help us by providing a space in to make your
the dramatic impact argument sound
of your speech. which we can work together to build a safer, greener and more ecologically friendly world. more forceful.

Ladies, gentlemen, and assorted zoo animals...

There are loads of famous speeches throughout history — you could try looking at some of the techniques they
use. Luckily for you, your speech doesn’t have to impress a huge crowd of people, just a few picky examiners...

Section Four — Writing — Creative and Non-Fiction

 65

Ctrl +Writing Letters

Shift + Click to Edit
Letters are always addressed to a particular person or group of people. This means that they have
very specific audiences, so it’s super important that you tailor your letter to suit that audience...

Letters need to start and end correctly

1) If you’re asked to write a letter, look at the audience to decide how formal your register should be.
2) If the letter is to someone you don’t know well, or to someone in a position
of authority, keep it formal with a serious tone. This means you should:

| | || | | | | | | | | | | | | | | |
• Use formal greetings (e.g. ‘Dear Sir/Madam’) and sign-offs (e.g. ‘Yours Letters often start wit
| | | | |
|

| | | | | | | | | ||
h

| | | | | | | | | | |
sincerely’ if you’ve used their name, ‘Yours faithfully’ if you haven’t). the address of the sen
der,
the address of the
• Use Standard English and formal vocabulary, e.g. you could use recipient and the da
te.
phrases like ‘In my opinion...’ or ‘I find this state of affairs...’.
|
| | | | | | |
|| | | | | | | | | | | | | | |

3) If the letter is to someone you know, or someone who isn’t in a position of authority, you might use
a more conversational style, although it should still be fairly formal. This means you should:

• Start with your reader’s name, e.g. ‘Dear Jenny’, and sign off with ‘best wishes’ or ‘warm regards’.
• Make sure you still write in Standard English (so no text speak or slang) and show the
examiner that you can use interesting vocabulary and sentence structures.

State your viewpoint clearly PAPE

R 2
0 5 You have read a newspaper article which states:
‘International travel is not worth the cost.’
Write a letter to the newspaper in which you argue for or against this statement.
Dear Sir or Madam, Formal language like this helps
to set the right tone for your
I read with dismay your recent article regarding international travel. letter and shows that you’ve
This letter is
for somebody As a regular traveller myself, I strongly disagree with your assertion that understood your audience.
in a position of international travel is not worth the cost. The benefits of international travel
authority, so it You need to make your
uses a formal far outweigh the expenses incurred: it broadens the mind, adds to your viewpoint on the statement clear.
greeting and wealth of experience and heightens your awareness of the world around you.
sign-off.
Introducing a
The article claims that UK holidays are cheaper and provide similar counter-argument, then
benefits. If you are not deterred by the threat of drizzle, perhaps that is contradicting it, can help to
build up your argument.
true. To me, however, it is worth spending a fraction more to avoid wasting
your holidays sheltering from the British rain. Your answer would need to be
Yours faithfully, longer than this in the exam,
with a few more paragraphs
Ms Karen Samuels that support your argument.

A love letter has a very specific purpose and audience...

...but you probably won’t be asked to write one in the exam. You will need to pay attention to purpose and
audience though. Make sure your letter completes the task in the question and is written in an appropriate style.

Section Four — Writing — Creative and Non-Fiction

66 Section Five — Paper 1 — Sample Exam and Graded Answers

Sample Exam — Paper 1

These two pages show you some example questions that are like the ones you’ll see in paper 1 —
the source to go with questions 1-4 is on p.68. First have a good read through the source and the
questions, then have a look at the handy graded answer extracts we’ve provided on pages 69-77.

Question 1 asks you to find some information

0 1 Read again lines 12 to 19 of the source.

List four things from this part of the text about the baby.
[4 marks]

Question 2 is about the writer’s use of language

0 2 Look in detail at lines 1 to 11 of the source.

How does the writer use language here to describe Mabel’s life in Alaska?
You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms.
[8 marks]

Question 3 is about the structure of the whole text

0 3 You now need to think about the whole of the source.

This text is from the opening of a novel.
The attempt at structuring the
How has the writer structured the text to interest you as a reader? text to interest the audience
hadn’t been entirely successful.
You could write about:
• the time that the writer focuses on at the beginning
• how and why the writer changes the time she is writing about
as the extract develops
• any other structural features that interest you.
[8 marks]

Section Five — Paper 1 — Sample Exam and Graded Answers

 67

Sample Exam — Paper 1

Question 4 asks for a personal response to the text

0 4 Focus this part of your answer on the last part of the source, from line 20 to the end.
A student, having read this section of the text, said: “The writer makes it really
clear how Mabel is feeling. It makes me feel the emotions she’s feeling too.”
To what extent do you agree?
In your response, you could:
• write about your own feelings on reading the passage
• evaluate how the writer created those feelings
• support your opinions with quotations from the text.
[20 marks]

You have to do some creative writing for question 5

0 5 You are going to enter a creative writing competition.

Your entry will be judged by a panel of people of your own age.
Either:
Write a description suggested by this picture:
© wingmar/iStockphoto.com

Or:
Write the opening part of a story that is set in a cold place in winter.

(24 marks for content and organisation

16 marks for technical accuracy)
[40 marks]

How are you going to find out the writer’s purpose? Alaska.
Ha ha ha. Sigh. The good news is that you don’t have to answer these questions yourself, because I’ve done it
for you. Read on for some sample answers, which will give you an idea of what you need to write in your exam.

Section Five — Paper 1 — Sample Exam and Graded Answers

68

Exam Source
Here’s the text to go with the questions on pages 66-67. It’s an extract from the opening of The Snow Child
by Eowyn Ivey, a novel which was published in 2012, but is set in 1920. In the novel, a woman named
Mabel and her husband, Jack, have moved to the cold, remote Alaskan wilderness to start a new life.

Wolverine River, Alaska, 1920

Mabel had known there would be silence. That was the point, after all. No infants cooing or wailing. No
neighbor children playfully hollering down the lane. No pad of small feet on wooden stairs worn smooth
by generations, or clackety-clack of toys along the kitchen floor. All those sounds of her failure and regret
would be left behind, and in their place there would be silence.
5 She had imagined that in the Alaska wilderness silence would be peaceful, like snow falling at night,
air filled with promise but no sound, but that was not what she found. Instead, when she swept the plank
floor, the broom bristles scritched like some sharp-toothed shrew nibbling at her heart. When she washed
the dishes, plates and bowls clattered as if they were breaking to pieces. The only sound not of her making
was a sudden ‘caw, cawww’ from outside. Mabel wrung dishwater from a rag and looked out the kitchen
10 window in time to see a raven flapping its way from one leafless birch tree to another. No children chasing
each other through autumn leaves, calling each other’s names. Not even a solitary child on a swing.

❄
There had been the one. A tiny thing, born still and silent. Ten years past, but even now she found herself
returning to the birth to touch Jack’s arm, stop him, reach out. She should have. She should have cupped
the baby’s head in the palm of her hand and snipped a few of its tiny hairs to keep in a locket at her throat.
15 She should have looked into its small face and known if it was a boy or a girl, and then stood beside Jack
as he buried it in the Pennsylvania winter ground. She should have marked its grave. She should have
allowed herself that grief.
It was a child, after all, although it looked more like a fairy changeling. Pinched face, tiny jaw, ears that
came to narrow points; that much she had seen and wept over because she knew she could have loved it still.

❄
20 Mabel was too long at the window. The raven had since flown away above the treetops. The sun had
slipped behind a mountain, and the light had fallen flat. The branches were bare, the grass yellowed gray.
Not a single snowflake. It was as if everything fine and glittering had been ground from the world and swept
away as dust.
November was here, and it frightened her because she knew what it brought — cold upon the valley
25 like a coming death, glacial wind through the cracks between the cabin logs. But most of all, darkness.
Darkness so complete even the pale-lit hours would be choked.
She entered last winter blind, not knowing what to expect in this new, hard land. Now she knew. By
December, the sun would rise just before noon and skirt the mountaintops for a few hours of twilight before
sinking again. Mabel would move in and out of sleep as she sat in a chair beside the woodstove. She
30 would not pick up any of her favorite books; the pages would be lifeless. She would not draw; what would
there be to capture in her sketchbook? Dull skies, shadowy corners. It would become harder and harder to
leave the warm bed each morning. She would stumble about in a walking sleep, scrape together meals and
drape wet laundry around the cabin. Jack would struggle to keep the animals alive. The days would run
together, winter’s stranglehold tightening.
35 All her life she had believed in something more, in the mystery that shape-shifted at the edge of her
senses. It was the flutter of moth wings on glass and the promise of river nymphs in the dappled creek
beds. It was the smell of oak trees on the summer evening she fell in love, and the way dawn threw itself
across the cow pond and turned the water to light.
Mabel could not remember the last time she caught such a flicker.

Section Five — Paper 1 — Sample Exam and Graded Answers

 69

Graded Answers — Question 1

You’ll be pleased to hear there are some relatively easy marks on offer for question 1. Get to know the
question on p.66, then have a squizz through the stuff on this page — by exam day you’ll be ready to go.

Include the right number of facts

1) Question 1 asks for four things about the baby, and there are four marks available.
That means you get one mark for each thing that you write down about the baby.
2) Careful though — all your facts need to come from lines 12-19.
3) It’s also important to check every fact carefully — anything that’s
inaccurate or not directly about the baby won’t get a mark.
4) There’s no need to analyse your facts or add any extra information —
you just need to show that you can find information from the text.

Here’s a grade 4-5 answer

The first two answers are about the baby, and they’re taken
from the right part of the text, so they’d get a mark each.
A It was “tiny”.
This isn’t mentioned in lines
B It looked like “a fairy changeling”. 12-19, so it wouldn’t get a mark.
C It was the reason Mabel and Jack moved to Alaska.
D Mabel kept some of its hair in a locket. This isn’t true — make sure you read the
text carefully so your answers are accurate.

This is a grade 6-7 answer

These three answers

A It was “born still and silent”. would get a mark each.
B It had “tiny hairs”.
C It had pointy ears.
D Mabel is upset about the baby. This doesn’t make a point about the baby — it’s
about Mabel’s feelings, so it wouldn’t get a mark.

And here’s a grade 8-9 answer

All four answers would get a mark.

A It was born ten years ago.
B It had a “small face”.
C It had a “tiny jaw”. For question 1, it’s fine to paraphrase
D It was buried in Pennsylvania. instead of directly quoting.

Section Five — Paper 1 — Sample Exam and Graded Answers

70

Graded Answers — Question 2

Question 2 (take a look back at p.66) is a tad trickier. Luckily, I’ve prepared some lovely sample answers...

Pick out key language features and explain their effects

1) Question 2 tests how well you can explain the effects of the language used in the extract.
2) The sample question asks you specifically about the language used to describe Mabel’s
life — so you shouldn’t write about the language used to describe anything else. ||
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| | | | | | | | |
Make sure you read

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| | | | | | | | | |
3) You need to use P.E.E.D. for this question — every point you make should be each question carefully
backed up with an example that’s fully explained and developed (see p.10). — this question is only
asking about language,
4) You also need to use a range of technical terms to describe the writer’s techniques. not structure.

|| |
| | | |
| | | | | | | | | | | | | | | | |

5) To get top marks, you need to write about

all of the bullet points under the question:

• The effect of specific words and phrases, such

as how specific verbs are used (see p.33-34).
• Language features and techniques, such as metaphors,
similes and onomatopoeia (see p.35-38).
• The effect of different sentence forms, such Grant didn’t need P.E.E.D. — he knew he
as short or long sentences (see p.48-49). could rely on his friends to back him up.

Here’s a grade 4-5 answer extract

It’s great to include quotes,

The writer says “the broom bristles scritched like some sharp-toothed shrew but try to keep them short.
nibbling at her heart”. This shows that Alaska isn’t as “peaceful” as Mabel expected.
The shrew eating her heart makes it sound like she isn’t enjoying her life in Alaska. This starts to discuss
the effect of the
The first sentence in the second paragraph is very long, which shows how language on the reader.
significant silence is to Mabel’s life in Alaska. The writer compares the silence to
“snow” and “air”, which makes it feel like her life is empty. It’s important to mention
techniques like this, but you
This emptiness is different to the “clackety-clack” (which is onomatopoeia) and need to write more about
“hollering” of the first paragraph, which makes the silence seem even more like it’s the effect they have, too.

an important part of Mabel’s life.

This last paragraph doesn’t
There is a raven “flapping its way from one leafless birch tree to another” too, seem relevant to the question
— it needs to be clearly
which makes you feel like something bad is going to happen. linked back to Mabel’s life.

1) This answer makes some good points about how the writer uses language to describe Mabel’s life.
2) It could be improved by explaining the effect of the language more fully,
as it’s not always clear how the examples are relevant to the question.
3) It could also do with using more technical terms — it only
uses one, and it doesn’t explain the effect it has very well.

Section Five — Paper 1 — Sample Exam and Graded Answers

 71

Graded Answers — Question 2

Here’s a grade 6-7 answer extract Referring to the
writer shows that you
understand they chose
to use this language
The writer uses a short, direct first sentence to introduce the idea that the most prominent for a reason.
thing about Mabel’s life in Alaska is how silent it is: “Mabel had known there would be silence.”
Good use of a
The language used in this extract implies that Mabel finds this “silence” threatening and brief quote to
back up a point.
uncomfortable. The verb “scritched” sounds like a small animal clawing the “plank floor”,
which emphasises Mabel’s uneasiness. The word is also onomatopoeic, so it interrupts the It’s really good to
focus on the effects
“silence”, but in a way that’s painful and upsetting. The writer is emphasising that the of specific words.
“promise” of peace Mabel hoped to find in Alaska has not been fulfilled; instead, she has
been left unhappy.
The image of the solitary raven and the “leafless” trees links Mabel’s surroundings with the It’s important to
keep linking the
idea of lifelessness. This increases the overall negative tone of the passage, which leaves the answer back to
reader with a strong impression that Mabel’s life is unhappy. the question.

1) This answer makes some good points about the effects of the language the writer has chosen,
which are backed up with appropriate quotations and linked back to the question.
2) It could be improved by mentioning even more language features or techniques.

This is a grade 8-9 answer extract

This extract uses sensory verbs to create images of childhood: verbs such as “wailing” and This answer uses a
good range of short
“hollering” suggest a loud, frenetic atmosphere. This is contrasted sharply with the “silence” quotes to back up
the points it makes.
of Alaska, which is mentioned twice, at the beginning and end of the first paragraph. This
contrast has a jarring effect on the reader, and suggests that Mabel’s life in Alaska is
It’s important
characterised by a sense of emptiness and loss. to focus on the
The writer also uses onomatopoeic verbs such as “scritched” and “clattered” to suggest that effect that the
language has.
the “silence” in Alaska makes any noise seem unnaturally loud and unpleasant, and to bring
the reader into the uncomfortable life that Mabel leads. These verbs are used in combination Uses a technical
with the vivid simile of a shrew “nibbling” at Mabel’s heart, which emphasises her discomfort term for a language
technique, then fully
and suggests that, instead of the peace she had hoped to find, Mabel’s life is deeply unhappy. explains it.
The writer uses direct speech only once in this extract, when there is “a sudden ‘caw,
cawww’” from a raven. The intrusiveness of this direct speech is emphasised because of the
hard ‘C’ sound at the beginning of each word. Because the speech feels so out of place, the This answer
stays focused
reader starts to empathise with the intrusion Mabel feels at the noise. This further emphasises on the question
throughout.
the discomfort of her life.

1) This is a really good answer. It makes several points about the writer’s choice
of language and the effect it has, and then develops each point fully.
2) It also uses complex technical terms correctly and supports each point with relevant quotations.

Section Five — Paper 1 — Sample Exam and Graded Answers

72

Graded Answers — Question 3

Question 3 is all about the structure of the text, but don’t worry — there will be absolutely no mention of
scaffolding or iron girders. We’ll just toddle through until we’ve built up your knowledge... brick by brick...

Think about how the text is put together and the effect this has
| | | | | | | | | |
| | ||
1) Question 3 is about the structure of the text — you need to talk about how | || |
| | | | | | | | | | |

||
about
Question 3 will always be

| | | | | | | |
| ||
the writer has used structure to make the text more interesting to read. ctu re, but it won’t nec essa rily

| | | | | | | | | |
stru
be about why it’s inte rest ing
2) This question covers the whole text, so make sure you talk about the
— the question will change

| | | |
overall structure of the extract as you’re answering the question. ||
depending on your exam.
| | | | | | | | | | | |

||
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| | | | |

3) However, you should also comment on more specific things, like changes in
perspective — aim to comment on a range of structural features.
4) To get top marks, you’ll need to write about everything the bullet points mention:

• You need to write about the beginning of the text, and why the writer
chooses to start by focusing on Mabel’s present-day life.
| || | | | | | | | | | | | | | | | | | | | |

Don’t forget to use

| | | | | | | | | | | | ||
• You need to comment on the overall structure of the text, by talking

||
| | | | | | | | | | | |
P.E.E.D. (see p.10) —
about how the writer changes the time she’s writing about throughout
every point you make
the extract, and the effect that this has on the reader. needs to be backed up,
explained, and developed.
• Any other structural features that interest you — this could include ||
| | | | | | | | | | | | | |
| | | | | | ||

anything else you spot, such as repeated images or places where the
text focuses on something specific.

Here’s a grade 4-5 answer extract

This answer references

In the first paragraph, the writer tells you that there is “failure and regret” in the question — it
Mabel’s past, but it doesn’t tell you why straight away. This keeps you interested to talks about why the
text is interesting.
find out more.
The writer next writes about what Mabel thought Alaska would be like before she A better technical term
could be used here,
arrived there, then compares it to what it’s actually like now that she lives there. This such as ‘contrasts’.
is interesting because it shows how it is different from how she thought it would be.
It then talks about the past, ten years ago, when she had a baby “born still and This would be better if
silent”. It makes you feel sorry for Mabel and helps you understand why she wanted it made it clear why she
wanted to move away
to move away from other people. from other people.
Next the writer writes about the future, as Mabel explains what her life will be
like over the coming winter. So it goes from present to past to future, which is an This sums up the overall
structure, but it needs
interesting structure. developing further. It also
might have been clearer
to mention this at the
1) This answer describes some structural features of the text beginning of the answer.
and starts to comment on the effect they have.
2) However, it doesn’t go into enough detail about how the structure helps to grab the
reader’s interest, or fully develop why the writer’s choice of structure is effective.

Section Five — Paper 1 — Sample Exam and Graded Answers

 73

Graded
Ctrl +Answers — Question
Shift + Click to Edit 3
Here’s a grade 6-7 answer extract
This is a strong
opening that sums up
the overall structure.
The writer moves from a description of Mabel’s present life in Alaska to a recollection of
the past, then finally to her fears about the future. This is an unusual structure that helps This explains an effect of
the structure, but could
the reader to understand Mabel, and so engages their interest. go into more detail
In the first and second paragraphs the focus is on the silence of the present, which about why this would
interest the reader.
emphasises Mabel’s sense of “failure and regret”. This grabs the reader’s interest by making
you wonder why Mabel has moved to such a bleak place and what has caused her “regret”. Good focus on answering
These questions are answered in the third paragraph, in which the writer describes the question.

Mabel’s memory of having a stillborn baby “Ten years past”. The repetition of “She should This makes a
have” throughout this paragraph brings home the pain and regret of Mabel’s past, which good point about
a smaller-scale
increases the reader’s sympathy and helps them to identify with Mabel. structural feature and
explains its effect.
The last section of the extract shifts the focus as Mabel begins to think about the winter
to come. In lines 29-34, the writer uses repetition again; this time, she repeats the verb This comments
“would” to emphasise how sure Mabel is about her future. Mabel’s certainty about the on how the focus
changes throughout
winter to come makes the reader want to continue reading to find out if she’s right. the extract.

This answer could be developed more fully to explain how each element of structure holds the reader’s interest.

This is a grade 8-9 answer extract

High-level vocabulary
The passage has a complex non-chronological structure, which seems to follow Mabel’s makes this answer
train of thought. This gives the reader an insight into Mabel’s mind, which creates interest stand out.

by building empathy for the character.

This makes an
The overall structure shifts from present, to past, to future and back to present. However, interesting point
within this structure the present intrudes time and time again, for example “Now she knew”. about the large-scale
and smaller-scale
This constantly brings the focus of the text back to Mabel’s current situation, which serves structure of the
both as a reminder of the monotony of her life, and as a means of highlighting her dread of passage...

the winter to come. In this way, the structure simultaneously holds Mabel (and the reader)
... and then fully
frozen in time whilst propelling her relentlessly towards the future she fears, creating a explains its effect.
narrative tension which interests and engages the reader.
This impression is furthered by the recurrent references to nature that punctuate the
narrative. The weather outside is currently “flat” and still, but it promises cold “like a This explains how
the structure helps
coming death” and “glacial wind”. This hint of coming crisis builds the tension in the maintain the
narrative, which keeps the reader gripped. reader’s interest.

This is a really good answer — it makes several original points about the structure and its effect.
The points are fully developed to explain how the structure helps to hold the reader’s interest.

Section Five — Paper 1 — Sample Exam and Graded Answers

74

Graded
Ctrl +Answers
Shift + Click
— Question
to Edit 4
Question 4 (see p.67) is worth a whopping 20 marks, so it’s worth spending some time figuring out how
best to answer it. Handily, that’s exactly what these pages are for. It’s almost like we planned it...

Write about whether you agree with the statement and why
1) Question 4 is about evaluating how effective the text is.
2) The sample question gives you a statement, which has two parts to it — you need to give
your opinion on how the writer shows Mabel’s feelings, and how this makes you feel.
3) You also need to state how much you agree or disagree with the statement.
4) Use P.E.E.D. (see p.10) and make sure you include technical terms to get top marks.
5) The bullet points under the question give you guidance
about what you need to include in your answer:

• You need to write about your own feelings as you read the text.
• You also need to talk about the techniques the writer uses to create
these feelings, i.e. the language or structural devices they use.
• The question specifically mentions using quotes in your answer, so you nd enough
Timmy always fou
need to include plenty of relevant evidence for every point you make. eva luating a text.
evidence when

Here’s a grade 4-5 answer extract

This is good — it
gives an opinion on
Overall, I agree with the student. I mostly feel the same emotions Mabel is the statement.
feeling, and I think the writer makes it really obvious how she’s feeling.
This starts to
Mabel feels frightened of the winter, and especially of the “ darkness”. The address how the
description of the “few hours of twilight” each day makes you imagine what it would text makes the
reader feel.
be like not to see daylight for months, so you can start to understand Mabel’s
feelings of fear and anxiety. This could be developed
The writer also suggests that Mabel is unhappy. She does this by making the by writing about how
these phrases help the
Alaskan winter seem very uncomfortable, with the “glacial wind through the cracks” reader feel what Mabel
in the walls and “wet laundry” everywhere. is feeling.

Some of the words rhyme, which sounds really repetitive, so it makes it seem like This is a good point
Mabel’s life is monotonous. The way the words sound makes me feel bored and about language and its
effect, but it needs a clear
dull too. example from the text
and more explanation.

1) This answer starts to comment on how Mabel feels, and how the text makes the reader feel.
2) However, some of the points in this answer need to be developed further by
explaining how the writer’s choice of language and structure affects the reader.
3) Every point should also be backed up with a good example from the text.

Section Five — Paper 1 — Sample Exam and Graded Answers

 75

Graded
Ctrl +Answers — Question
Shift + Click to Edit 4
Here’s a grade 6-7 answer extract

This shows that you’ve

I strongly agree with the student that the writer makes you feel how Mabel feels. She thought about the extent
uses descriptive techniques to create a very strong sense of the atmosphere of Mabel’s to which you agree with
the statement.
life and emotions.
Mabel is “frightened” by winter, and the writer uses vivid language to show and This paragraph
picks out specific
emphasise this feeling. For example, the writer compares the winter to “a coming death” language features
to show the danger Mabel thinks she is facing, then reinforces this impression using and comments
on their impact.
violent words such as “choked” and “stranglehold”. This use of powerful descriptive
vocabulary helps me to imagine myself in Mabel’s position and feel her fear.
The writer also suggests that Mabel feels powerless in the face of her fears. The verbs
“would stumble” and “would struggle” indicate her hopeless feelings regarding the winter
to come. This description of the winter months helps the reader to empathise with Mabel This shows that you’re
thinking about the effect
and the inevitable difficulties that her future will bring. of the text on the reader.

1) This answer clearly focuses on how the writer uses language to

create a vivid impression of how Mabel is feeling.
2) It uses a good range of relevant quotes as evidence, and develops
the points by relating them to the effect on the reader.

This is a grade 8-9 answer extract

This shows an
understanding
of how the text’s
To an extent I agree with the student’s statement. The focus of the passage shifts from the structure affects the
reader’s response.
dismal external landscape to an oppressive interior of “shadowy corners” and “wet laundry”.
This highlights to the reader how trapped Mabel feels by the “stranglehold” of the encroaching
This explains how
winter. Her home, which should be a place of safety, has become a place of fear, surrounded the language used
conveys Mabel’s
by “darkness” and vulnerable to “glacial winds”. The writer describes common sensations like feeling and affects
darkness and cold, which the reader can easily recognise. This makes Mabel’s feelings seem the reader.
very clear, and helps me to empathise with her plight.
Keep referring back
However, it also seems that this bleak depiction of winter is a result of Mabel’s attitude, to the statement
which lessens the extent to which I empathise with her feelings. The repetition of “would not” to make sure your
answer is focused.
to describe her lack of activity hints at her negative mindset, which is reinforced by the short,
blunt sentence on line 39. By contrasting Mabel’s lack of hope with Jack’s “struggle”, the writer The second
paragraph makes
implies that there are more proactive responses to the hardships of winter, and suggests that a well-developed
Mabel’s dread is at least partly irrational. counter-argument.

1) This is a top grade answer — it gives an answer that clearly responds to the statement in an original way.
2) It has a clear structure, and its points are backed up with relevant quotes and examples.

Section Five — Paper 1 — Sample Exam and Graded Answers

76

Graded
Ctrl +Answers
Shift + Click
— Question
to Edit 5
Question 5 is your chance to get creative. You’ll have a choice of two tasks — go for whichever one you feel
most inspired by, but make sure you don’t waste too much time deciding. See p.67 for the full question.

Include lots of description in your answer

1) To write a good answer to this question, you need to match your
writing to the form, purpose, and audience in the question.

• The form needs to be either a description or the beginning of a story. Think about the
kind of language and writing structures that work well for these forms (see pages 54-57).
• For both tasks, it’s a piece of creative writing that’s being judged, so the purpose is to
entertain the judges. You need to use a range of sophisticated vocabulary and language
techniques, and a structure that grabs and holds the judges’ interest.
• Your audience is mentioned explicitly in the question — it’s a panel of judges who
are the same age as you. You need to adapt your language, tone and style so that it’s
appealing to a teenage audience.

2) There are also loads of marks on offer for spelling, punctuation and grammar in this
question, so it’s really important to write accurately and clearly (see p.16-17).

| | | | | | | | | | | | | | | ||
| | | | | | | | | | | | | | | | | | | | | | | | | | | | |

| | | | | ||
All these extracts are from answers to the second task
|| | | | | ||

Here’s a grade 4-5 answer extract in question 5 on page 67 — the opening of a story.
| | | | | | | | | | | | | | | | | |
| | | | | | | | | | | | | | | | | | | | | | | | | | | |

The small house stood on its own, surrounded by fir trees and rocks. Snow This sets the scene, but it
could do with some more
had gathered against the walls in deep piles. It did not look very inviting, but imaginative description.
to Anneka it was the most welcome sight in the world. She had got lost in the
It’s good to use descriptive
woods and she had been worried that she would have to spend the night outside techniques like similes, but
in the forest, which was freezing cold and as scary as a spider’s nest. this one isn’t very original
and it doesn’t really create
Anneka walked towards the door and knocked. To her surprise the door the right tone.
swung open and she could see inside the house. She saw a single room with
a fire burning in the fireplace and a table set for two, with hot food piled high The punctuation in this
on the plates. There was only one thing missing from the scene , there were no sentence isn’t quite right —
a colon would fit better.
people inside.
Anneka walked tentatively into the room and began to warm her hands in This is a good piece of
front of the fire, wondering where the people who lived in the house had gone. descriptive vocabulary.
The room looked as if someone had just stepped out, but the only path Anneka
had seen was the one she had come along, and she had not passed anyone else. This sets up a mystery, which
makes the reader want to know
Surely they couldn’t have just disappeared? what has happened.

1) This answer has a fairly clear structure and gets straight into the story.
2) However, it lacks description, and the vocabulary isn’t very varied. It
could also be made more exciting or complex for its teenage audience.

Section Five — Paper 1 — Sample Exam and Graded Answers

 77

Graded Answers — Question 5

Here’s a grade 6-7 answer extract
This uses the opening
Robin lowered the axe he had been using to chop wood and peered towards the sentence of the story
to set the scene nicely.
mountains, his eyes squinting in the sharp orange glow of the slowly setting Sun. He was
sure he had seen a movement up there, a flash of scarlet against the sparkling white of This answer uses
interesting language to
the snow-capped peaks. But who would be mad enough to venture into the mountains at make the descriptions
dusk, in winter, with snow and freezing temperatures forecast that night? more vivid and to
entertain the audience.
Robin sighed wearily, deciding that it must have been his imagination playing tricks on
him, as it so often did out here in the mountains. This uses the senses
to help the reader to
A low, ominous rumble echoed down the valley, interrupting his thoughts. Robin froze imagine the scene.
momentarily, listening intently, then snapped into action, frantically gathering his tools as
the sound grew louder and closer. The change of pace creates
excitement in this story.
The avalanche roared destructively and unstoppably towards his isolated home.

1) This has a clear structure, uses good descriptions and builds interest for the reader.
2) It could be improved by using more complex sentence structures and a wider range of punctuation.

This is a grade 8-9 answer extract

This beginning
immediately sets the
I surfaced suddenly from a dreamless sleep, the skin on my forearms tingling with an tone and atmosphere
by creating tension.
instinctive awareness that something was wrong. There — that noise again! A skittering,
scrabbling, scuffling noise in the far corner of the dimly lit room. I sat up in bed, the quilt
This uses a
clutched to my chest with stone-numb hands, my breath forming foggy billows in the chilly air. first-person narrator
The sun was just rising; its feeble light trickled through the window, fractured into myriad to establish a
strong connection
rainbows by the intricate whorls and fingers of ice on the frosty pane. As a brighter beam with the reader.
pierced the gloom, I gasped. There, huddled by the door, a young wolf cub gazed at me with
sorrowful, strangely human eyes. His tawny fur was matted with blood, as rich and red as the Vivid description and
interesting vocabulary
morning light that now illuminated it fully. help to set the scene.
I eased myself out of the wooden bunk, crouched down on the splintered floorboards and
held out a trembling hand towards the cub. He gazed at me uncertainly, then slowly, slowly, Unusual imagery
he stretched forward and snuffled at my fingers, his breath as warm and ticklish as a damp helps to set this
answer apart.
feather duster.

1) This has a structure that interests the reader by slowly revealing what’s going on.
2) It’s also packed with interesting imagery and unusual vocabulary to make it more
entertaining to read, which helps it to fit the purpose and audience of the question.

Section Five — Paper 1 — Sample Exam and Graded Answers

78 Section Six — Paper 2 — Sample Exam and Graded Answers

Sample Exam — Paper 2

These two pages show you some example questions that are like the ones you’ll see in paper 2 — the
sources to go with questions 1-4 are on pages 80-81. First have a good read through the sources and
the questions, then have a look at the handy graded answer extracts we’ve provided on pages 82-91.

Question 1 asks you to identify if statements are true or false

0 1 Read the first part of source A, from lines 1 to 17.

Choose four statements below which are TRUE.

• Shade the boxes of the ones that you think are true
• Choose a maximum of four statements.

A Lisa made her first batches of soup with her parents.

B Lisa wasn’t initially excited about making and selling soup.
C Lisa’s parents liked the first sample of soup she made them try.
D Lisa’s aunt didn’t like throwing food away.
E Lisa’s parents thought the business was a great idea from the start.
F People were surprised by Lisa working at such a young age.
G Lisa’s dad wasn’t very good at negotiating with farmers.
H Lisa chose working on her business over spending time with friends.

[4 marks]

Question 2 is about summarising information

0 2 You need to refer to source A and the whole of

source B for this question:
Use details from both sources. Write a summary
of the differences between Lisa Goodwin’s parents
and the parents of the Victorian street sellers.
[8 marks]
© 3sbworld/iStockphoto.com

Sooner or later, Lis

a
was going to realis
e she
needed a smaller
spoon.

Section Six — Paper 2 — Sample Exam and Graded Answers

 79

Sample Exam — Paper 2

Question 3 is about the writer’s choice of language

0 3 You now need to refer only to source B, the interview with the flower seller.

How does the flower seller use language to appeal to the reader’s emotions?
[12 marks]

Question 4 asks you to compare writers’ viewpoints

0 4 For this question, you need to refer to the whole of source A

together with source B, the interview with the nut seller.
Compare how Lisa Goodwin and the nut seller convey their different attitudes
to work and childhood.
In your answer, you should:
• compare their different attitudes
• compare the methods they use to convey their attitudes
• support your ideas with quotations from both texts.

[16 marks]

You have to explain your viewpoint in Question 5

0 5 “More children should get a job before the age of sixteen. Part-time work
would teach children valuable skills that they don’t learn in school.”

Write an article for a broadsheet newspaper in which you explain your point
of view on this statement.

(24 marks for content and organisation

16 marks for technical accuracy)
[40 marks]

GCSE revision — marginally better being a Victorian street seller...

It’s a tricky ol’ exam and no mistake. Just this time though, we’ve done it for you. Have a good look through
the sources on pages 80-81 and our graded answers that follow, and you’ll be more than a match for it.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Exam Source A
Here is exam source A, to go with the questions on pages 78-79. It’s an autobiographical article
written by a young entrepreneur (a person who starts up a business) for a newspaper in the 1990s.

Setting up SouperStar — From Soup Pan to Soup Stand

Lisa Goodwin recalls how she set up her first business at the age of eight.

When I first told my parents that I wanted to sell soup, I must have been about eight years old — like
most sensible parents, they thought I was joking. That weekend, I’d been at my aunt’s house helping
her harvest vegetables from her garden. It had been a bumper year, and we’d been staggering back
and forth, shifting armfuls of all sorts of things into the house. With my aunt, not a single thing could
5 go to waste, so we set about making soup. Gallons of the stuff. We were surrounded by steaming and
bubbling pots and pans, and the air was thick with scents of leek and potato, carrot and coriander and
spicy butternut squash. Anyway, when my parents didn’t take me seriously, I went straight to the fridge
to dig out one of the soups my aunt and I had made — it was cream of mushroom, I think — and they
absolutely lapped it up. “See!” I said, smiling. So it was then that SouperStar was born.

10 From day one I couldn’t wait to get stuck in. My parents would dutifully help me select produce, whizz
up batches of soup and drive me here, there and everywhere so that I could set up shop. I would go
to school fairs, farmers’ markets — anywhere that would have me. Dad was my champion haggler.
He’d barter with local farmers to get crates of carrots or potatoes at rock-bottom prices. If he could get
anything for free, well, that was even better! I think a lot of people were bemused by the sight of this
15 young kid, buying produce and selling soup, and my parents put up with it because they thought that I
would grow out of it at some stage. While other kids my age were glued to the TV or playing in the park,
I was peeling vegetables and frying croutons.

I begged and pleaded with my parents to let me be home-schooled, as I wanted to dedicate more time to
the business, but they insisted I should have a “normal” childhood, and fill my head with “necessary” stuff
20 like formulae and equations. A few years later, and I was sitting my O levels* — but instead of panicking
over revision, I was, of course, dreaming up new recipes. With all my exams passed and done with, I
wanted to press on and really dedicate myself to SouperStar. I think at this point my parents genuinely
realised how determined I was, and they began to take it a lot more seriously too.

I struck upon the idea of selling soup at our local train station during the winter months — there was a
25 constant stream of customers all in desperate need of something that would warm up their hands and
fill their bellies. Before long, I was hiring extra staff in order to open up soup stands in other nearby
train stations and Mum was coming up with advertising slogans and snazzy package designs (her years
of marketing experience came in pretty handy here). As the business grew and grew, Mum and Dad
couldn’t keep up with all the support I needed, so it made sense for them to get even more involved.
30 Mum reduced her hours at work and Dad quit his job entirely. Fast-forward to today, and I’m the
managing director of one the most successful food companies in the area.

Of course, financially, it’s worked out well for us (thanks must go to my parents for the initial investment,
not to mention being old enough to buy the wine for my French onion soup!), but for me it was never
the dream of becoming a millionaire that got me started or even kept me going. It was the passion for
35 building a great business based on great food — and that remains at the heart of SouperStar today.

Glossary
* O levels — the qualifications that preceded GCSEs, with examinations taken at the age of 16.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Exam Source B
This is exam source B, which consists of two interviews from the 1840s conducted with children
who work as street sellers. These articles, alongside many others like them, were published in a
newspaper to highlight the plight of the poor in London.

The first interview is with a young girl who sells flowers, and is an orphan.

“Mother has been dead just a year this month; she took cold at the washing and it went to her chest;
she was only bad a fortnight; she suffered great pain, and, poor thing, she used to fret dreadful, as she lay
ill, about me, for she knew she was going to leave me. She used to plan how I was to do when she was
gone. She made me promise to try to get a place and keep from the streets if I could, for she seemed
5 to dread them so much. When she was gone I was left in the world without a friend. I am quite alone, I
have no relation at all, not a soul belonging to me. For three months I went about looking for a place, as
long as my money lasted, for mother told me to sell our furniture to keep me and get me clothes. I could
have got a place, but nobody would have me without a character*, and I knew nobody to give me one.
I tried very hard to get one, indeed I did; for I thought of all mother had said to me about going into the
10 streets. At last, when my money was just gone, I met a young woman in the street, and I asked her to tell
me where I could get a lodging. She told me to come with her, she would show me a respectable lodging-
house for women and girls. I went, and I have been there ever since. The women in the house advised
me to take to flower-selling, as I could get nothing else to do. One of the young women took me to market
with her, and showed me how to bargain with the salesman for my flowers. At first, when I went out to
15 sell, I felt so ashamed I could not ask anybody to buy of me; and many times went back at night with all
my stock, without selling one bunch. The woman at the lodging house is very good to me; when I have a
bad day she will let my lodging go until I can pay her. She is very kind, indeed, for she knows I am alone.
What I shall do in the winter I don’t know. In the cold weather last year, when I could get no flowers, I was
forced to live on my clothes, I have none left now but what I have on. What I shall do I don’t know — I
20 can’t bear to think on it.”

The second interview is with a young girl who sells nuts.

“It’s in the winter, sir, when things are far worst with us. Father can make very little then — but I don’t
know what he earns exactly at any time — and though mother has more work then, there’s fire and candle
to pay for. We were very badly off last winter, and worse, I think, the winter before. Father sometimes
came home and had made nothing, and if mother had no work in hand we went to bed to save fire and
25 candle, if it was ever so soon. Father would die afore he would let mother take as much as a loaf from
the parish. I was sent out to sell nuts first: ‘If it’s only 1d.** you make,’ mother said, ‘it’s a good piece
of bread.’ I didn’t mind being sent out. I knew children that sold things in the streets. Perhaps I liked it
better than staying at home without a fire and with nothing to do, and if I went out I saw other children
busy. No, I wasn’t a bit frightened when I first started, not a bit. Some children — but they was such little
30 things — said: ‘O, Liz, I wish I was you.’ I had twelve ha’porths*** and sold them all. I don’t know what it
made; 2d. most likely. I didn’t crack a single nut myself. I was fond of them then, but I don’t care for them
now. I could do better if I went into public-houses, but I’m only let go to Mr. Smith’s, because he knows
father, and Mrs. Smith and him recommends me. I have sold nuts and oranges to soldiers. I was once in
a great crowd, and was getting crushed, and there was a very tall soldier close by me, and he lifted me,
35 basket and all, right up to his shoulder, and carried me clean out of the crowd. He had stripes on his arm.
‘I shouldn’t like you to be in such a trade,’ says he, ‘if you was my child.’ He didn’t say why he wouldn’t
like it. Perhaps because it was beginning to rain. Yes, we are far better off now. Father makes money.
I don’t go out in bad weather in the summer; in the winter, though, I must. I don’t know what I shall be
when I grow up. I can read a little. I’ve been to church five or six times in my life. I should go oftener and
40 so would mother, if we had clothes.”

Glossary
* a character — a reference
** d. — pence
*** ha’porths — half-pennys’ worth

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Graded Answers — Question 1

Not too much to write for question 1... in fact you don’t have to write anything at all.
Remind yourself of the question on p.78 then get stuck into this stuff to see how it’s done.

You need to pick out the true statements

1) Question 1 gives you eight statements about
a part of one of the sources — you have to
pick out which statements are true.
2) Only four of the statements are true, and there are four
marks available — so you need to shade in four boxes.
3) Always make sure you’ve shaded in exactly four
boxes. If you’ve shaded in the statements that you’re
sure about and you still haven’t shaded in four, have Well I’m all out of ideas, lads. I took
a guess at the others — you might get them right. eight statements from this fella and it
looks like only half of them are true.
4) This sample question is about lines 1-17 of source A, so you
only need to look at that part of the text to find the answers.
5) Read the statements carefully as they might be about something that is implicit —
something that isn’t stated outright, but is implied by what the text says.

This is true — the text says

Lisa’s aunt believed that This is false — the text
Here’s a grade 4-5 answer “not a single thing could go says “From day one I
to waste”. This implies that couldn’t wait to get stuck
she wouldn’t want to throw in”, so she was excited
This answer has spotted two of the
any food away. from the very beginning.
true statements — D and F.

A Lisa made her first batches of soup with her parents.

B Lisa wasn’t initially excited about making and selling soup.
C Lisa’s parents liked the first sample of soup she made them try.
D Lisa’s aunt didn’t like throwing food away.
E Lisa’s parents thought the business was a great idea from the start.
F People were surprised by Lisa working at such a young age.
G Lisa’s dad wasn’t very good at negotiating with farmers.
H Lisa chose working on her business over spending time with friends.

This is true — the text says “people were This is false — the text
bemused” at her working because she was says Lisa’s dad was her
a “young kid”. The word “bemused” shows “champion haggler”. This
that they were confused and surprised. implies he was good at
negotiating with farmers.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Graded Answers — Question 1

This is a grade 6-7 answer This is false — the text
says that her parents
initially thought she was
This answer has spotted three of the “joking”.
true statements — D, F and H.

A Lisa made her first batches of soup with her parents.

B Lisa wasn’t initially excited about making and selling soup.
C Lisa’s parents liked the first sample of soup she made them try.
D Lisa’s aunt didn’t like throwing food away.
E Lisa’s parents thought the business was a great idea from the start.
F People were surprised by Lisa working at such a young age.
G Lisa’s dad wasn’t very good at negotiating with farmers.
H Lisa chose working on her business over spending time with friends.

This is true — the text says that

instead of “playing in the park”
as other children did, Lisa was
“peeling vegetables”. This shows
that she was making soup instead
of playing with other children.

park is
Sigh... all this playing in the
And here’s a grade 8-9 answer OK, I suppose, but I’d real ly rather
.
be peeling vegetables you know
This answer has spotted all four of the
true statements — C, D, F and H.

A Lisa made her first batches of soup with her parents.

B Lisa wasn’t initially excited about making and selling soup.
C Lisa’s parents liked the first sample of soup she made them try.
This is false —
D Lisa’s aunt didn’t like throwing food away. the text says that
E Lisa’s parents thought the business was a great idea from the start. she made her first
batches of soup
F People were surprised by Lisa working at such a young age. whilst visiting her
aunt’s house.
G Lisa’s dad wasn’t very good at negotiating with farmers.
H Lisa chose working on her business over spending time with friends.

This is true — the text says that

Lisa’s parents “absolutely lapped it
up”. This phrase implies they ate
it quickly and with enthusiasm.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Ctrl +Answers
Graded Shift + Click to Edit 2
— Question
It’s time for question 2 (take a look back at p.78). Better get your thinking cap on...

Pick out information from both sources

1) Question 2 is testing your ability to pick out information from both
sources, then summarise it to show the differences between them.
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2) The sample question asks you to pick out information about Use P.E.E.D. (see | | | |
p.10) and

||
make sure you in
the parents that feature in the sources — make sure your

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clude technical
terms to get top
points focus on the parents, and not anything else. marks. | | | | | |
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3) You need to summarise the differences between the parents. This involves
making a point about each of the parents, backing it up with good quotations as
evidence, then clearly explaining how this shows a difference between them.
4) You could then develop your points, e.g. by
linking different points together or offering
insights into why the parents are different.
5) To get top marks, you need to interpret information
from the texts — this means picking out the things that
aren’t immediately obvious about the parents.

tely obvious
It wasn’t immedia
, but
what was so funny
just we nt wit h it.
Cynthia

Here’s a grade 4-5 answer extract This is a good use of

a short quotation to
back up the point.

The nut seller’s parents are poor as they are described as “badly off” and
sometimes they have to go to bed early to save money. Lisa Goodwin’s parents seem This needs a quote
or an example to
to be well off. This difference means that the nut seller’s parents expect their daughter back up the point.
to go out to work rather than go to school. On the other hand, Lisa Goodwin’s parents
don’t expect Lisa to go out to work and even “insisted” that she stay in school. This is good — it shows
that a comparison
The flower seller’s mother is dead and the text doesn’t mention her father. Her is being made.
mother worried about her a lot as it says she used to “fret dreadful”. Both Lisa
Goodwin’s parents are alive and helped her out a lot with her business. There needs to be an
explanation here of
The nut seller doesn’t know what she wants to be when she grows up, whereas Lisa how the sets of parents
Goodwin wants to “dedicate” herself to her business. are different.

This final sentence isn’t

1) This answer gives some differences between the parents in the two sources. related to the question, so
it wouldn’t get any marks.
2) It would be better if all the points were backed up with quotes
or examples from the text.
3) The points could also be developed more, e.g. by giving thoughtful
insights into the reasons why the parents are different.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Graded
Ctrl +Answers — Question
Shift + Click to Edit 2
Here’s a grade 6-7 answer extract

The nut seller’s parents are a working-class couple living in 19th-century London, who Good use of short,
relevant quotes to
have been “badly off”, though the child feels they are “better off now”. However, the child support the points.
is expected to contribute to the household income, even “if it’s only 1d.”. The nut seller says
she was “sent out”, which suggests her parents forced her to work.
This answer makes
This contrasts with Lisa Goodwin’s parents, who do not seem to have any financial worries inferences about the
parents — it comments
as they were able to provide Lisa with “the initial investment” for her business. Unlike the on the thoughts and
nut seller’s parents, Lisa’s parents didn’t expect their daughter to work at a young age; in actions of the parents
that aren’t directly stated.
fact they thought she was “joking” when she suggested starting her own business.
Before she died, the flower seller’s mother was worried about her daughter being on
This is good — it
“the streets”, which shows she was concerned for her safety. Lisa Goodwin’s parents just explains the differences
wanted her to have a “normal childhood” and go to school. This shows the differences by showing awareness of
the context in which the
between the time periods the two sets of parents were living in, and their levels of wealth. texts were written.

This answer makes several good points, and uses relevant quotes to back everything up.

Here’s a grade 8-9 answer extract

This is great — a
The parents of the nut seller and the parents of Lisa Goodwin have very different attitudes point is made
straight away.
to their own needs and their child’s employment. The nut seller’s parents are a poor,
working-class couple living in 19th-century London. The child recounts how they were “very
badly off” in recent winters, but that they are “far better off now”. Despite this apparent
improvement in their income, the child is still “sent out” to work to contribute to the household This is an interesting
interpretation of the
income. Lisa Goodwin’s parents, by contrast, need no extra support. They dutifully sacrificed differences between
their own careers in order to support their daughter’s ambitions. Lisa’s parents prioritise her the parents.
ambitions over their own, whereas the nut seller’s parents prioritise the need to survive over
their child’s future prospects. This could be because the concerns of a more affluent family in
the 20th century were often different to those of a less wealthy family in the 19th century. This clearly compares the
parents in each source.
The mother of the flower seller demonstrates a very different attitude to the parents of
Lisa Goodwin. She expresses deep concern for her child’s safety through her plea that she
should “keep from the streets”. Lisa Goodwin’s parents, however, are concerned at her desire Higher level
to work so young and perceive her greatest need is to have a “normal childhood”. Once again, vocabulary and
sentence structures
this demonstrates the very different situations of the sets of parents: the flower seller’s mother help to make this a
is destitute and dying, and thinks only of her child’s safety. Lisa Goodwin’s parents have the top level answer.

luxury of being able to be concerned about the extent of their child’s education.

This answer makes well-developed points, backs them up with good evidence and makes an interesting link
to the social and historical context of the texts in order to explore the differences between the parents.

Section Six — Paper 2 — Sample Exam and Graded Answers

86

Graded
Ctrl +Answers
Shift + Click
— Question
to Edit 3
Verily, in thy quest to slay the examination thou hast reached the third question. Journey to page 79 to
reacquaint thyself with thine enemy, then unsheathe thy biro and scream “En garde!” at question 3.

Think about the writer’s choice of words

1) Question 3 is about how the writer has used language to affect the reader.
2) Make sure you read the question carefully — in this example, you’re only
supposed to write about the flower seller interview from source B.
3) The sample question is about how the writer uses language to appeal to the reader’s emotions
— so think about how the language used would make readers feel, and how they might react.
4) To analyse language for this question, you should comment on things like:

• The effect of specific words and phrases, such

| | | | | | |
| | | | | | || as how certain verbs are used (see p.33-34).
| | | | | |
e for
| | | |

||
See section thre
| | | | | ||

e use of • Language features and techniques, such as

more detail on th
| | | ||

d its eff ects. rhetorical devices (see p.33-41).

language an
| | |
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||

| | | | | |
| | | | ||

• The effect of different sentence forms, such

as short or long sentences (see p.48-49).

5) Make sure you use a range of technical terms

to describe the writer’s techniques, and keep No language technique was going
to help Dad get Alex off to sleep.
your vocabulary varied and interesting.

Here’s a grade 4-5 answer extract Try to avoid repeating

yourself in your answer
— even if you want to
make a similar point, try
The flower seller describes all the terrible things that have happened to her in the to phrase it differently.
first person. This helps the reader understand how the girl must be feeling because it
is told directly from her point of view.
This paragraph
The flower seller uses strong, emotional language to describe the death of her makes a good point,
mother, for example she says that her mother “suffered great pain”. This makes you closely related to the
question, backed up
feel sorry for the mother, as she was in pain, but also for the flower seller as it makes with an example and
you think about how you would feel in her place. with an explanation.

The flower seller shows how lonely she feels when she says “I was left in the world
without a friend.” This is a really effective way of making you feel sorry for her and the This needs to explain
situation she’s in. how the language
affects the reader.

1) This clearly answers the question — all the points are about
how the language might appeal to the reader’s emotions.
2) There’s room for improvement though — some of the points could do with more examples,
and the answer could explain how the language appeals to the reader’s emotions more clearly.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Graded
Ctrl +Answers — Question
Shift + Click to Edit 3
Here’s a grade 6-7 answer extract
This is really
focused on how the
The language the flower seller uses shows that she had to be the one looking after language is used.
her mother, rather than the other way round. Phrases such as “poor thing” and “fret
dreadful” sound more like a mother talking about a child who is ill. This creates sympathy
for the flower seller, as readers would feel that she has been denied her childhood. This is good — a
The repetition in the flower seller’s story emphasises how isolated she feels after her language technique
has been spotted,
mother’s death. She uses several similar phrases, such as “left in the world without a then the effect of it
friend”, “I am quite alone” and “not a soul belonging to me”, to reinforce how desolate she has been explained
and developed.
is. This makes the reader feel sorry for her, because after the tragedy of her mother’s
death, the girl has no one to turn to.
Making inferences
The flower seller doesn’t say how old she is, but the concern her mother feels for is great — this
demonstrates to the
leaving her daughter alone — she “seemed to dread” the thought of her daughter on examiner that you’ve
the streets — suggests that she is too young to look after herself. This makes the flower read the text carefully
and have really thought
seller’s story seem even more sorrowful. about its meaning.

This answer makes some interesting inferences about the effects of the language on the reader,
but it could be improved by using more technical terms and higher-level vocabulary.

This is a grade 8-9 answer extract

This answer makes an
The interview with the flower seller was one of a number of articles published to interesting point by
looking at how the context
highlight the plight of London’s poor. As such, the articles chosen would have been those of the article relates to the
purpose of the text.
that would have the biggest emotional impact on the reader.
The first-person narrative makes the reader feel they are actually being spoken to by
the child, which increases the emotional appeal of her story. The use of her own words
Sophisticated vocabulary
allows readers to see the nuances of her feelings; when she repeats how “alone” she is, makes this answer
without “a soul” and “no relation” to help her, the list form of the sentence makes her perceptive and detailed.

sorrow clear. This humanises her story, so it resonates more with the readership.
It’s really good to
In line 15, the flower seller confesses she was initially too “ashamed” to sell any flowers. focus on specific
words and the
This word highlights how young she is, as it emphasises her naivety and inexperience. effect they have.
This makes the readers feel sympathy for the flower seller: she has been put in a position
which is beyond her ability to cope with, but she has to in order to survive. This answer comments
on the different emotions
With her final words, the flower seller admits that she “can’t bear” to think about the the text evokes —
future: she has sold all her possessions and has no one to turn to. This uncertain and sympathy, helplessness,
guilt. This is much
desperate ending leaves the reader feeling despondent and helpless, and would perhaps better than repeating the
make them feel guilty enough to spur them into helping the poor themselves. same effect over and over.

This answer makes some interesting and original points about the purpose of the article. Including details
like this will really impress the examiner — just make sure that they are relevant to the question.

Section Six — Paper 2 — Sample Exam and Graded Answers

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Graded
Ctrl +Answers
Shift + Click
— Question
to Edit 4
Question 4 is worth a whopping 16 marks. Take a look back at the question on page 79, then have a read
through these answers. You might just pick up some tips that will save your life... well, help you out a bit.

Compare the writers’ different points of view

1) Question 4 is about what the writers think about work and childhood,
as well as how they show what they’re thinking.
2) There are some handy bullet points to guide you — make sure you
read them carefully and cover what they ask for in your answer.

• You need to identify what the writers’ attitudes to work

and childhood are, and clearly compare them.
advice for
• You also need to compare how the writers have shown Follow our souper
exam success.
their attitudes to work and childhood, i.e. the words,
phrases and language techniques they’ve used.
• You should back up every point you make with relevant evidence
from the text — using short quotations is a great way to do this.

3) Make sure you focus on their attitudes to work and childhood, not anything else.
4) The question is also asking you to compare, so make sure you link the two writers’ attitudes
together using words and phrases such as ‘however’, ‘in contrast’ and ‘whereas’.

Here’s a grade 4-5 answer extract This paragraph

makes a good, simple
comparison, backed up
with quotes as evidence.
Lisa wanted to work during her childhood, as she says that she “couldn’t wait to get
stuck in.” On the other hand, the nut seller doesn’t seem bothered about working and A better, more technical
says that “Perhaps” it’s “better than staying at home”. term to write about
informal, conversational
Lisa uses chatty language to talk about her childhood and the work she did, for language would
example she calls herself “this young kid”. This shows that she was keen to work when be “colloquial”.

she was young, but she thought it was unusual. The nut seller is different. She “didn’t
mind” working, and she thinks it’s normal for children to be working as she says that she The example doesn’t
“knew children that sold things in the streets.” clearly show what the
explanation is saying.
The nut seller does what she’s told to do by her parents when it comes to work. She
was “sent out to sell nuts”. Lisa Goodwin does the opposite. She tries to tell them what
to do as she wanted to stop going to school and start work instead. This isn’t true — she wanted
to be home-schooled.
Read the text carefully to
1) This answer mentions some different attitudes and starts to make sure you understand
what it’s saying.
comment on how language is used to show the attitudes.
2) However, it could go into more detail by using more examples,
and explaining them more clearly and accurately.

Section Six — Paper 2 — Sample Exam and Graded Answers

 89

Graded
Ctrl +Answers — Question
Shift + Click to Edit 4
Here’s a grade 6-7 answer extract

Lisa’s enthusiasm for work comes out through her strongly positive, upbeat tone
and colloquial language: she describes how even as a child she would work “anywhere
Using technical
that would have” her, and the slang word “whizz” indicates how much she enjoyed terms correctly
will get you
making the soup. The attitude she demonstrates to her childhood is that she just marks.
wanted to work, rather than have the “normal childhood” that her parents wanted for
her. The quotation marks she uses when she talks about “necessary” education show The answer makes
that she is being ironic and doesn’t think the education is necessary at all. clear comparisons.

The nut seller, however, works because she has to rather than through a personal
This paragraph consistently
desire to work, and she seems unenthusiastic about her employment. This is shown covers all the bullet points
by her less positive tone and more reserved style. She says that she “didn’t mind” — what the writers’ attitudes
are, how they’re conveyed
selling nuts and that it is simply “better than staying at home”. She shows that, to and good quotes are used to
her, a normal childhood is spent working in the streets like the other children she back up the point.

knew who were all “busy” working.

This answer is good, but to really wow the examiner, try to include some innovative points...

This is a grade 8-9 answer extract

Lisa’s passion and positivity about her work are conveyed through her informal style, and
colloquialisms such as “whizz up” and “snazzy”. This conversational language portrays Lisa as
someone who has a confident and easy-going attitude to work. She also uses humour to engage This answer picks
the reader, ending the piece with a joke about needing her parents to “buy the wine”. This out some of the
more subtle attitudes
humour gives the text warmth, and demonstrates Lisa’s zeal for work. to work and
childhood shown by
Lisa also shows a proud and arrogant attitude to her work and childhood. The bemusement the writers.
she describes causing as a “young kid” working shows her pride in having worked amongst adults,
and her disdain for “necessary” education shows her arrogance. She seems to believe that a
“normal childhood” was not right for her, and that her parents insistence upon it was tiresome.
In sharp contrast to Lisa Goodwin, the nut seller “must” work. Her unenthusiastic attitude This develops the
point by going
regarding work itself comes out through her more resigned tone: she says that it “is better than into more depth
staying at home”. However, she does seem to be motivated by a desire to make more money. about her attitude
to work.
Her tone becomes more animated when describing her ideas about how she “could do better”.
The nut seller shows her naive attitude to working as a child through the device of a story: she
This is a perceptive
recalls her encounter with a soldier who wouldn’t like his own child “to be in such a trade”, but point — it makes
an inference about
she thinks that is because it was “beginning to rain”. It seems clear that the soldier is concerned the situation
for her safety, and that the nut seller doesn’t comprehend the danger she is in because of her instead of just
taking the writer’s
youth and innocence. words literally.

Section Six — Paper 2 — Sample Exam and Graded Answers

90

Ctrl +Answers
Graded Shift + Click to Edit 5
— Question
Question 5 is the Big Daddy of paper 2, so make sure you leave plenty of time to write your answer.
Take a look back at the question on page 79, then enjoy the feast of non-fiction writing before you...
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||

Adapt your writing style to the question

| | | | | | | | ||
It doesn’t matter whether you

| | | | | | | | | | |

| | | | | | | | | | |
agree or disagree with the
1) For question 5 you need to respond to the statement, by giving your own statement as long as your answer
is engaging and well-structured.
perspective on the value of part-time work for children under 16. || |
| | | | | | | | | | | | | | | | | |
| | | | | | | | |

2) You need to match your writing to the form, purpose and audience you’ve been given in the question.
|
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| | |
• The form is a broadsheet newspaper article — so you could write in the See pages 58-59 for

|| | | | | | | |

|| | | | | ||
style of an opinion piece and include layout features such as a headline. more about writing

|
newspaper articles.
• The purpose is to explain your point of view, but as you’re responding to
| | |
|| | | | | | | | | | | | | | | |

a statement you could do this by making an argument for your viewpoint.

• The audience isn’t mentioned specifically, but you can work it out. It’s a
broadsheet newspaper article about work for teenagers, so it’s likely to be
read by adults with children who are under 16.

3) It’s also important to think about the structure of your writing, especially the opening
and ending. You need to link your paragraphs together clearly, too.
4) Don’t forget there are 16 marks on offer for spelling, punctuation and grammar for this question —
it’s really important to write accurately and clearly with a good range of vocabulary (see p.16-17).

Here’s a grade 4-5 answer extract

This opening sentence isn’t
really appropriate for a
broadsheet newspaper.
NO PART-TIME JOBS FOR UNDER-SIXTEENS
I think that children under the age of 16 shouldn’t get a part-time job. Although
This answer uses a
some people might argue that having a job teaches children about the value of money, counter argument
time management and working as a team, I don’t think that this is the case. to strengthen the
point it’s making.
Firstly, most children already have good time management skills. Schools start at
9 am, and some even earlier than this, so arriving on time to lessons is already second
A new paragraph
nature to most children. Why should children have a part-time job when they already should start here.
know how to manage their time? Secondly, most children have been working as a team
since primary school. From sports teams in P.E., to group projects in Science, school The repetition of
rhetorical questions
teaches children how to work together from a very young age. Why should children give is a nice language
up their weekends for a badly paid job when they already have great teamwork skills? feature — it makes
the point of view come
across more forcefully.

1) This answer makes some good points that are focused on the question.
2) It could be better matched to the form that the question
asks for, though — the tone and style aren’t really
appropriate for a broadsheet newspaper.
3) The language could also be more varied and interesting —
including a bit of humour or using more creative vocabulary
would gain more marks. ht
Bradley’s part-time job taug
him to dress for success.

Section Six — Paper 2 — Sample Exam and Graded Answers

 91

Graded
Ctrl +Answers — Question
Shift + Click to Edit 5
Here’s a grade 6-7 answer extract

SAVE THE LEARNING FOR THE CLASSROOM

Lots of young people have a part-time job, and I am sure that employment teaches
them a whole host of valuable skills: communication, time management and independence The answer uses more
to name but a few. However, these skills aren’t just learnt in the workplace; many young sophisticated punctuation
confidently and correctly.
people develop and refine these skills in the classroom.
Take, for instance, communication. Every day in school, pupils communicate with a
The tone of this answer is
wide range of people. Pupils learn to talk respectfully to teachers; they learn how to make suitable for the form and
purpose. It’s a bit more
engaging conversation with their friends; and they learn how to communicate their ideas chatty than the previous
effectively to their peers during group work. School doesn’t just allow pupils to practise answer, but it still uses
good vocabulary.
their verbal communication — it allows them to develop their written communication too.
Essays teach students how to summarise their thoughts, and present their opinions. What The ideas are linked
part-time job could develop communication more effectively than this? together fluently.

1) This answer uses language techniques, a clear structure and creative vocabulary to get its point across.
2) However, if the author’s personality came across more strongly, the text would be more compelling.

Here’s a grade 8-9 answer extract A headline and

strapline are used
to grab the reader’s
attention.
MINIMUM WAGE, MINIMUM GAIN
Part-time jobs have little value for teenagers under sixteen, argues Charlie Lin. The writer shows a
If someone were to ask me whether I thought under-sixteens should get part-time clear awareness of
their audience.
jobs, my answer, unequivocally, would be “no”. As I write this, I can imagine the shocked
looks on my readers’ faces and the disdainful cries of “but employment teaches children Really interesting and
varied vocabulary
valuable life skills!” To these critics, I say this: there’s nothing a part-time job can teach makes this answer
children that they can’t learn from other, more rewarding options. high level.

If you don’t believe me, then think about the jobs that are actually available
Lots of rhetorical
to under-sixteens. Paper rounds, waiting tables, shop assistant — essentially an techniques are used
assortment of mundane, badly-paid Saturday jobs. And what ‘valuable life skills’ might in this paragraph to
make the writer’s point
they learn while toiling away for less than minimum wage? “Teamwork!” you might cry of view clear and their
argument compelling.
triumphantly, “working in a cafe would teach a young person how to work as part of a
team.” This may certainly be true if you believe being belittled by the chef and bossed
A sarcastic tone
around by the manager counts as ‘teamwork’. I, however, do not. If that same child makes the argument
was part of a football team, working alongside their peers, practising hard to achieve a convincingly, but also
gives a sense of the
common goal (annihilating the rival team), now that would be teamwork. writer’s personality.

The writer’s opinion and personality is clear in this answer, and it’s fluently written. The tone
is humorous and chatty, but also subtle, which makes the answer engaging and readable.

Section Six — Paper 2 — Sample Exam and Graded Answers

92

Glossary
adjective A word that describes a noun or a pronoun, e.g. heavy, kind, unusual.

adverb A word that gives extra information about a verb, e.g. carefully, rarely, tightly.

alliteration When words that are close together start with the same sound. E.g. “the beat of the band”.

A comparison to show how one thing is similar to another, which makes it easier to understand
analogy
or more memorable. E.g. “watching cricket is about as exciting as watching paint dry.”
A rhetorical technique where opposing words or
antithesis
ideas are presented together to show a contrast.

audience The person or group of people that read or listen to a text.

Gives more support to one point of view than to another, due to

biased writing
the writer’s own opinions affecting the way they write.
A more formal type of newspaper, which often focuses on
broadsheet
more serious topics. E.g. The Guardian or The Telegraph.

chronological writing Presented in time order, from earliest to latest.

cinematic writing Writing that makes the reader feel like they’re watching a film.

clause Part of a sentence that has a subject and a verb. Main clauses make sense on their own.

colloquial language Informal language that sounds like ordinary speech.

command A sentence that tells the reader to do something.

commentary A type of newspaper article that expresses the opinions of the writer on
(newspaper article) a theme or news event. Also called a column or opinion piece.

complex sentence A sentence that links together two or more clauses.

Two main clauses joined to make one sentence using a conjunction such as ‘but’, ‘and’ or ‘so’.
compound sentence
E.g. “The cat came in, so the dog left the room.”
The suggestions that words can make beyond their obvious meaning.
connotations
E.g. ‘stroll’ means ‘walk’, but it has connotations of moving slowly.
The background to something, or the situation surrounding it, which affects the way it’s
context
understood. E.g. the context of a text from 1915 would include the First World War.
The opposite point of view to the writer’s own view. This is useful when writing to argue or
counter-argument
persuade — first give the counter-argument, then explain why you disagree with it.

determiner A word that goes before a noun to show possession or quantity (e.g. ‘his’, ‘two’).

direct address When a writer talks straight to the reader, e.g. “you might recall...”

A sentence construction that incorrectly expresses a negative idea by using

double negative
two negative words or phrases, e.g. “I don’t want no trouble.”

emotive language Language that has an emotional effect on the reader.

empathy The ability to imagine and understand someone else’s feelings or experiences.

exclamation A sentence that conveys strong emotions, usually ending with an exclamation mark.

explicit information Information that’s directly stated in a text.

figurative language Language that is used in a non-literal way to create an effect, e.g. personification.

Glossary
 93

Ctrl + Shift
Glossary
+ Click to Edit
A narrative viewpoint where the narrator is one of the characters,
first person
written using words like ‘I’, ‘me’, ‘we’ and ‘our’.

flashback A writing technique where the scene shifts from the present to an event in the past.

form The type of text, e.g. a letter, a speech or a newspaper article.

frame narrative A narrative in which one story is presented within another.

A statement that gives an overall impression (sometimes a misleading one),

generalisation
without going into details. E.g. “children today eat too much junk food.”

hyperbole When exaggeration is used to have an effect on the reader.

imagery A type of figurative language that creates a picture in your mind, e.g. metaphors and similes.

imperative verb A verb that gives orders or directions, e.g. “run away” or “stop that”.

impersonal tone A tone of writing that doesn’t try to directly engage with the reader.

implicit information Information that’s hinted at without being said outright.

A conclusion reached about something, based on evidence. E.g. from the sentence
inference
“Yasmin wrinkled her nose at the lasagne”, you could infer that Yasmin doesn’t like lasagne.

intensifier A word that is used alongside an adjective to provide emphasis, e.g. “very friendly”.

inversion Altering the normal word order for emphasis, e.g. “On the table sat a hedgehog.”

Saying one thing but meaning the opposite. E.g. “What a great idea of
irony
mine to go for a nice long walk on the rainiest day of the year.”

language The choice of words and phrases used.

limited narrator A narrator who only has partial knowledge about the events or characters in a story.

linear structure A type of narrative structure that tells the events of a story in chronological order.

linguistic devices Language techniques that are used to have an effect on an audience, e.g. onomatopoeia.

list of three Using three words (often adjectives) or phrases together to create emphasis.

A way of describing something by saying that it is something else,

metaphor
to create a vivid image. E.g. “His eyes were deep blue pools.”

motif A recurring image or idea in a text.

narrative Writing that tells a story or describes an experience.

narrative viewpoint The perspective that a text is written from, e.g. first-person point of view.

narrator The voice or character speaking the words of the narrative.

non-linear structure A type of narrative structure that tells the events of a story in a non-chronological order.

noun A naming word that refers to a person, thing, place or idea, e.g. Alex, soup, Germany, freedom.

objective writing A neutral, unbiased style of writing which contains facts rather than opinions.

omniscient narrator A narrator who knows the thoughts and feelings of all the characters in a narrative.

onomatopoeia A word that imitates the sound it describes as you say it, e.g. ‘whisper’.

Glossary
94

Ctrl + Shift
Glossary
+ Click to Edit
pace The speed at which the writer takes the reader through the events in a story.

paraphrase Describing or rephrasing something in a text without including a direct quote.

parenthesis A rhetorical technique where an extra clause or phrase is inserted into a complete sentence.

personification Describing something as if it’s a person. E.g. “The sea growled hungrily.”

possessive determiner A determiner such as ‘your’ or ‘my’ that tells you who something belongs to.

possessive pronoun A pronoun such as ‘yours’ or ‘mine’ that tells you who something belongs to.

pronoun A word that can take the place of a noun in a sentence, e.g. ‘he’, ‘she’, ‘it’.

purpose The reason someone writes a text. E.g. to persuade, to argue, to advise, to inform.

register The specific language used to match writing to the social situation that it’s for.

repetition The technique of repeating words for effect.

rhetoric Using language techniques (e.g. repetition or hyperbole) to achieve a persuasive effect.

rhetorical question A question that doesn’t need an answer. E.g. “Why do we do this to ourselves?”

sarcasm Language that has a scornful or mocking tone, often using irony.

A style of text that makes fun out of people or situations,

satire
often by imitating them and exaggerating their flaws.

second person A narrative viewpoint that is written as if the reader is one of the characters.

sensory language Language that appeals to the five senses.

A way of describing something by comparing it to something else, usually

simile
by using the words ‘like’ or ‘as’. E.g. “He was as pale as the moon.”

simple sentence A sentence that is only made up of a single main clause.

slang Words or phrases that are informal, and often specific to one age group or social group.

English that is considered to be correct because it uses

Standard English
formal, standardised features of spelling and grammar.

statement A type of sentence that is used to deliver information.

structure The order and arrangement of ideas in a text. E.g. how the text begins, develops and ends.

style The way in which a text is written, e.g. the type of language, sentence forms and structure used.

The person or thing that performs the action described by the verb.
subject
E.g. in “Billy ate a sandwich”, Billy is the subject.

tabloid A less formal type of newspaper, which often focuses on more sensational topics.

A narrative viewpoint where the narrator remains outside the events

third person
of the story, written using words like ‘he’ and ‘she’.

tone The mood or feeling of a piece of writing, e.g. happy, sad, serious, light-hearted.

verb A doing or being word, e.g. dig, breathe, are, is.

viewpoint The attitude and beliefs that a writer is trying to convey.

Glossary
 95

Index
19th-century texts D K
examples 19, 26, 30, 81
descriptions 57 key words 9
reading and understanding
29, 30 descriptive language 43
determiners 33
direct address 41, 54 L
A double negatives 16 language
adjectives 33, 34 colloquial 32, 58
adverbs 33, 34 emotive 24, 26
E leaflets 60
alliteration 38, 41, 64
analogy 36 essays 62 letters 30, 65
antithesis 41 exam structure 1 linear structure 45
assessment objectives 2 exclamations 48, 64 linking words and phrases 13, 19
audience explaining words and phrases list of three 41, 64
12, 15 literary fiction 27
for reading 20
explicit information 3, 18 literary non-fiction 28
for writing 52, 53

F M
B
figurative language 27 metaphors 35, 43
bias 15, 22, 42, 46
finding facts 3, 6, 18, 22, 69,
broadsheets 51, 59, 90, 91
82, 83
first person 28, 44, 55, 61 N
C form 76, 90
narrative viewpoint 44, 46, 55
frame narrative 46
checking your work 17 narrator 27, 44
cinematic style 32, 45 newspaper articles
51, 58, 59, 90, 91
clauses 41, 48 G
non-linear structure 45
columns (newspaper articles)
giving opinions (in non-fiction) nouns 33
51, 58, 59, 90, 91
58, 59, 61, 63, 90, 91
commands 48
grammar 16, 17
commentaries (newspaper articles)
O
51, 58, 59, 90, 91
complex sentences 20, 48 H onomatopoeia 38
compound sentences 48 opinion pieces (newspaper articles)
conjunctions 48 headlines 58, 59 51, 58, 59, 90, 91
hyperbole 41, 42
context 30, 85
conversational style 58
P
correcting mistakes 17 I
cumulative effects 34 pace 27, 54
imagery 35-37, 43, 77 paper 1, question 1
implicit information examples 18, 66
3, 14, 15, 18, 84 explanation 1, 3, 69
intensifiers 33 graded answers 69
irony 39, 40

Index
96

Index
paper 1, question 2 personal response 4, 74 Standard English 12, 32, 65
examples 11, 13, 23, 27, 35, personification 37, 43 statements 48
37, 43, 49, 66 perspective shifts 45, 46 stories 54-56
explanation 1, 3, 70 planning 9, 50 beginnings 54
graded answers 70, 71 pronouns 25, 33, 50 endings 56
paper 1, question 3 punctuation 16, 17, 31 straplines 58, 59
examples 10, 46, 66 purpose structure 45-47
explanation 1, 4, 72 for reading 21 of leaflets 60
graded answers 72, 73 for writing 50, 51 of reports and essays 62
paper 1, question 4 to advise 21, 25, 60, 62, 63 of speeches 64
examples 14, 31, 39, 44, 67 to argue 21, 24, 50, 64, 65 questions about 4, 46, 47,
explanation 1, 4, 74 to entertain 21, 23, 27, 28, 72, 73
graded answers 74, 75 51, 54-57, 58, 61, 63 style 32, 50, 52, 58
paper 1, question 5 to inform 21, 22, 28, 58, subheadings 58, 60
examples 17, 51-57, 67 61-63 summarising information 6, 19,
explanation 1, 5, 76 to persuade 21, 24, 50, 60, 84, 85
graded answers 76, 77 61, 64
paper 2, question 1
examples 22, 78
T
Q
explanation 1, 6, 82 tabloids 59
graded answers 82, 83 questions (sentence type) 48 tension 54
paper 2, question 2 quotes 11 third person 44, 55
examples 19, 78 tone 26, 31, 50, 52, 58
explanation 1, 6, 84 impersonal 52, 62
graded answers 84, 85
R personal 50, 53, 58, 61
paper 2, question 3 register 32, 50, 52 travel writing 61
examples 10, 15, 24, 25, 28, formal 25, 29, 32, 50, 65
32, 34, 36, 38, 41, 79 informal 25, 32
explanation 1, 7, 86 repetition 27, 34 V
graded answers 86, 87 reports 62 verbs 33, 43
paper 2, question 4 reviews 63 imperative 48
examples 11, 12, 26, 40, rhetoric 24, 41, 58, 64
42, 79 rhetorical questions 41, 50, 64
explanation 1, 7, 88 W
graded answers 88, 89
words and phrases 33, 34, 55,
paper 2, question 5 S 70, 86
examples 9, 50-53, 59-65, 79
sarcasm 40, 58 word types 33
explanation 1, 8, 90
second person 25, 44 writer’s attitudes 7, 14, 26, 58,
graded answers 90, 91 88, 89
semantic field 34
paragraphs 13
sentence forms 48, 49, 86
paraphrasing 11
similes 35, 43
parenthesis 41
simple sentences 48, 49
P.E.E.D. 10-13, 70, 74
speeches 64
development 12
spelling 16, 17
example 11
ENAR41

explanation 12

Index
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