Dear all
It has been my pleasure to blog from you from this site for the last few years but now that I am married it makes sense to start anew.
I will continue to blog but from my new site:
https://stjosephsenglishblog.wordpress.com
Please follow the new blog. There you will find revision bits on the new GCSE and other bits and bobs.
Thanks for reading
Mrs P/ Scoffs x
https://www.youtube.com/watch?v=Ia00N6zmwlU
Nailing Question 4:
You need to accurately identify, compare and analyse a wide range of language techniques, explaining why they have been used.
Spend some time this evening learning what these are:
Well done guys – for you, English is now completed (at GCSE level anyway!)
I am very proud of you and know that you will have aced both exams.
Hopefully see you at prom.
Scoffs xx
It is a good idea to do a quick plan for question 5.
PLANNING FOR QUESTION 6: writing to argue/persuade.
Revise argumentative & persuasive writing at home.
Discourse Markers
Balancing contrasting points
Emphasising a contrast
Similarity
Concession and counter-argument
Contradicting
Adding
Generalising
Giving examples
Logical consequence
structuring
summing up
Remember, ‘language’ means ‘words’ – you are thinking about the words the authors use in the three articles (and picture in Q2) and answering questions 1 -4 on why they use them and then you are using your best words to write your own, engaging articles in questions 5 and 6.
Bring to the exam:
You will leave your bag outside of the hall so make sure you do not have valuables in it and turn off mobile phones.
POSSIBLE ORDER & TIMINGS (2hrs 15 mins). Have a go at each and work out which works for you.
Answering questions with most marks first (good if you have timing issues)
Answering questions in number order to help with info in Q5 & 6
Answering writing questions (get the big writing marks out of the way but make sure you answer question 4) Reading time: 5 mins
READING TIME (5 MINS)
SAMPLE QUESTIONS:
Read Source 1, the article called … by …
Sample 1:
Sample 2
Sample 3
Revise skimming and scanning at home.
MARK SCHEME
| Mark Band
4 ‘perceptive’ ‘detailed’ 7 – 8 marks |
offers evidence that the text is fully understood
shows a detailed engagement with the text makes perceptive connections and comments about concerns and issues raised in the text offers appropriate quotations or references to support understanding
|
| Mark Band
3 ‘clear’ ’relevant’ 5-6 marks |
shows clear evidence that the text is understood shows clear engagement with the text begins to interpret the text and make connections between issues and concerns offers relevant quotations or references to support understanding
|
| Mark Band 2
‘some’ ‘attempts’ 3-4 marks |
shows some evidence that the text is understood attempts to engage with the text makes some reference to the issues and concerns mentioned in the text offers some relevant references or quotations to support what has been understood
|
| Mark Band 1
‘limited’ 1-2 marks |
shows limited evidence that the text is understood shows limited engagement with the text makes limited reference to the issues referred to in the text
|
| Band 0 | Nothing to reward
|
QUESTION 2: 8 MARKS (15 MINS) INFERENCE OF TITLE/SUBTITLE & PICTURE
SAMPLE QUESTIONS:
Now read Source 2, the article and the picture which goes with it called … by …
Sample 1:
Sample 2:
Revise presentational analysis at home.
MARK SCHEME
| Mark Band
4 ‘perceptive’ ‘detailed’ 7 – 8 marks |
offers a detailed interpretation of how the headline and sub-headline are effective presents a detailed explanation and interpretation of what the picture shows and its effect links the picture and the headlines to the text with perceptive comments offers appropriate quotations or references to support comments
|
| Mark Band
3 ‘clear’ ’relevant’ 5-6 marks |
shows clear understanding of how the headline and sub-headline are effective makes clear and appropriate links between the headlines and the content of the text offers a clear explanation of the effectiveness of the picture links the picture to the content of the text with relevant comments supports ideas with relevant references or quotations
|
|
Mark Band 2 ‘some’ ‘attempts’ 3-4 marks |
shows some evidence that the effectiveness of the headline and sub-headline are understood attempts to link the headlines to the text offers some explanation of how the picture is effective attempts to link the picture to the content of the text
|
|
Mark Band 1 ‘limited’ 1-2 marks |
offers limited or simple comments on the effectiveness of the headline and sub-headline offers a limited or simple explanation of what the picture shows shows limited appreciation of how the picture and headlines link with the text
|
|
Band 0 |
Nothing to reward
|
SAMPLE QUESTIONS:
Now read Source 3, … which is an extract from a non-fiction book. (8 marks/15 mins)
Sample 1:
“Explain which parts of …’s story you find tense and exciting.”
Sample 2:
“Explain some of the thoughts and feelings ….. has during the storm.”
Revise thoughts and feelings analysis at home.
MARK SCHEME
| Mark Band
4 ‘perceptive’ ‘detailed’ 7 – 8 marks |
engages in detail with the events described in the text offers perceptive explanations and interpretations of the thoughts and feelings expressed employs appropriate quotations or references to support ideas
|
|
Mark Band 3 ‘clear’ ’relevant’ 5-6 marks |
shows a clear understanding of the experiences described in the text clearly explains and begins to interpret thoughts and feelings employs relevant quotations or references to support understanding and interpretation
|
|
Mark Band 2 ‘some’ ‘attempts’ 3-4 marks |
shows some engagement with the experiences described in the text attempts to make some comments to explain thoughts and feelings offers some quotations or references to support ideas
|
|
Mark Band 1 ‘limited’ 1-2 marks |
shows limited engagement with the text offers limited or simple comments to explain thoughts and feelings may offer copying or irrelevant quotation
|
Now you need to refer to Source 3, … and either Source 1 or Source 2.
You are going to compare the two texts, one of which you have chosen. (16 marks)
Sample:
“Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are.”
Revise comparative language analysis at home.
MARK SCHEME
| Mark Band 4
‘perceptive’ ‘detailed’ 13 – 16 marks |
offers a full and detailed understanding of the texts in relation to language analyses how the writers have used language differently to achieve their effects offers appropriate quotations in support of ideas with perceptive comments focuses on comparison and cross-referencing between the texts
|
|
Mark Band 3 ‘clear’ ’relevant’ 9-12 marks |
shows clear evidence that the texts are understood in relation to language offers clear explanation of the effect of words and phrases in the different contexts offers relevant quotations or references to support ideas offers clear comparisons and cross references between the two texts
|
|
Mark Band 2 ‘some’ ‘attempts’ 5-8 marks |
shows some evidence that the texts are understood in relation to language offers some appreciation of the effect of words and phrases in the different contexts attempts to support responses with usually relevant quotations or references attempts to compare language use and make cross references
|
|
Mark Band 1 ‘limited’ 1-4 marks |
shows limited evidence that the texts are understood in relation to language offers limited appreciation of the effect of words and phrases in the different contexts offers very few examples with simple comment shows limited ability to compare or make cross references
|
|
Band 0 |
Nothing to reward |
The older poets may be more difficult to analyse – here is a little bit about them.
William Blake – Was ahead of his time, and had some unusual; views approving of revolution and overthrowing governments. HE also disagreed with aspects of the church. He writes about opposites, innocence and freedom and his poems or ‘songs’ are full of symbolism (natural objects and institutions like the church) , rhyme (a sing song like quality – don’t be fooled there are hidden meanings) and repetition.
John Keats – He died young (25), was never married but was secretly engaged to a woman. His poetry only became acclaimed when he died. He often wrote about death, change, nature and love. He writes traditional poems (sonnets and odes using steady rhymes) full of symbolism (the ancient world, time and permanence, emotions and music).
Christina Rossetti – From a family of artists, she is one f the most famous poets of the Victorian era. Her main themes are death, love, religion and sin. She was often ill which contributed to her ideas about death and she seemed fascinated by it. Rossetti wrote about all kinds of love: romantic, religious and familial. Religion was an important feature of her writing as was sin and the idea of the consequences of committing a sin, I.e. sex outside of marriage. Her poems are simple, personal and use lots of symbolism with a first person perspective.
Thomas Hardy – Born in the West country to a modest family he was a famous writer of the 19th century. He wrote controversial novels (including sex and unhappy marriages) and then wrote a lot of poetry. His poetry covers a lot of themes. Nature is important to him as is the passage of time. His poetry also examine disappointment and grief. He uses a range of poetic techniques, experimenting with different forms, line lengths and rhyme schemes. He uses dialect and makes up words by adding prefixes or combining two words. He also uses personification and alliteration.
Robert Frost – He had an unhappy life. he lost his father at a young age and several of his children died before he did. His poetry deals with nature, ageing and everyday life and the effect that these ideas have on people. He uses simple language and description. Some of Frost’s poems have a strong rhyme scheme whereas others are written in blank verse to mimic natural speech. He also uses alliteration and assonance, therefore his poems tend to read best when read aloud.
Wilfred Owen – He is is one of the most famous poets writing during the First World War. Many of his poems were published after he died in WW1.His main themes are the reality of war and injury to combat the traditional view of war as being noble and glorious. Instead he viewed war as painful, disgusting, terrifying and a waste of human life. He also tended to describe the effects of war. Owen uses narrative and vivid imagery as well as sound patterns and direct speech.
Well done for completing the first exam – I hope that you found it accessible and easy to complete.
Remember that there are loads of blog posts on character & voice and unseen poetry. Simply write in character and voice in the search box and you will find the links to the relevant blogs. You can search for unseen poetry in the same way.
St Joseph’s Yr 11s …
I am doing some lunch time sessions this week.
Tuesday lunch: Going over the poems – which ones are you struggling with?
Wednesday lunch: Themes – reminder of how to compare – structure your answer
Thursday Lunch: Unseen Poetry
You also have a session period 5 & 6 on Thursday. 11A will be in room 24 and 11B in Room 23.
Mrs P/ Scoffs x
This will be helpful if you have lost your anthology!
Moon on the Tides Character and Voice – CPN annotated copy
Hello year 11.
Here is my annotated anthology. Some of it is a little hard to see but feel free to ask me about those parts before the mock.
I will also put all of my PowerPoints on to a separate blog post.
Thanks
Mrs P
How does Priestley present ideas about inequality in An Inspector Calls?
Priestley explores multiple types of inequality throughout An Inspector Calls. Social class and gender inequality are two themes explored in great detail, throughout the whole play, through Priestley’s use of Eva Smith and two separate generations.
The first type of inequality Priestley presents is the inequality faced by the lower class. He personifies the lower class through his use of the character Eva Smith. Eva Smith is a very carefully chosen name because Eva links to the Bible story of Adam and Eve, demonstrating Eva is the first, and Smith is a common name, implying she is just one of many who face class inequality. The lower class are working for the upper class and are not treated fairly or equal to the upper class and cannot earn as much money. Priestley wants the audience to feel this is wrong, as he is a socialist, so he uses the character of Birling to represent the upper class. Mr Birling is a Capitalist, unlike Priestley. Priestley turns the audience against Mr Birling right from the beginning of the play during his speech, when he speaks of the Titanic being ‘absolutely unsinkable’. Priestley uses dramatic irony, because despite the play being performed after the titanic sank, it was set before the event occurred. Priestley does this so that the audience realise at the start of the play that Mr Birling is naïve and thinks very highly of himself. This means that when Mr Birling reveals that he did not allow Eva Smith the pay rise she was requesting, the audience view Birling as a pompous, selfish businessman. This allows Priestley to convey the message that inequality towards the lower class is unfair and pass his socialist views to the audience. This is in order for him to be able to present that society must not go back to how it was before World War Two and the Titanic.
Priestly uses the character of Sheila to help him portray how younger minds are more impressionable, so if you are going to start anywhere you should start with young people. Sheila argues against both class and gender inequality, once she has found out what happened to Eva, when she says ‘but these girls aren’t cheap labour…they’re people.’ This is a demonstration that everyone deserves to be treated fairly because we are all people and no one is inferior. Priestley chooses to use Sheila, at this stage of the play, as she is the one who can empathise with Eva the most, being a young girl herself. Priestley does this so that the reader and the audience can relate and empathise with her, allowing them to comprehend how Eva was feeling and realise how wrong the inequality she was facing was. As Mr Birling is a Capitalist and treats the women so harshly, this turns the reader against Capitalism. Consequently, Priestley is able to successfully inflict his socialist views on the audience by demonstrating this can be done with equality, so is a better way forward.
Priestley also explores how different generations have different ideas about inequality and responsibility. Despite both Mr and Mrs Birling being partially responsible for the fact that Eva Smith committed suicide, due to their unfair, objectified treatment of her, neither see themselves as having done anything wrong. Sybil Birling demonstrates this when she said ‘I did nothing that I’m ashamed of’ which portrays that because Eva is of the lower class, she sees her as an object and feels no remorse for refusing to help her. Similarly, Birling tries to blame other people for what he did. Sheila and Eric, on the other hand, by the end of the play, accept that everyone is responsible for what happened when he says ‘it’s what we did that matters’. This demonstrates to the audience that the younger generation bring hope for the future and the possibility for the inequality to end and all classes and genders to be treated equally by all of society. This portrays Priestley is demonstrating that it is possible to have an equal, socialist society and that society should never go back to how it was before.
Overall, Priestley presents that inequality is wrong and is mostly due to Capitalists who will not treat the lower class fairly. He uses the Inspector and the younger generations to voice his socialist views and explore the characters conscience and his play can be seen as a warning to society. Priestley is warning the audience at the time, through the death of Eva Smith, that she was one of many and society should not go back to how it was before. If it did, it would have had bad consequences for society and all the Eva Smiths facing inequality. It also conveys to the reader today that we should learn from the past because it was unjust and they should never let history repeat itself.
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