GCSE English Language

Paper 1 Sec*on A Reading Paper 2 Sec*on A Reading

Q1 4 marks List AO1 Q1 4 marks True False AO1
Q2 8 marks Language AO2 Q2 8 marks Summary AO1
Q3 8 marks Structure AO2 Q3 12 marks Language AO2
Q4 20 marks Evaluate AO4 Q4 16 marks Compare AO3

Paper 1 Sec*on B Wri*ng Paper 2 Sec*on B Wri*ng

Q5 40 marks Describe Narrate Q5 40 marks Speech LeIer
ArJcle Leaflet
Essay
P1 Strategy: Answer the wriJng quesJon first. P2 Strategy: Answer the wriJng quesJon first.
Answer the reading Q1+Q3 THEN Q2+Q4.
AO2 The Language Ques*ons
Paper 1 Q2, 8 marks, 2 paras, 10 mins Paper 2 Q3, 12 marks, 3 paras, 15 mins
Typical QuesJon: How does the writer use language to show…
Phrases
The writer’s use of …

…are used to show…

…has the effect of…

…causes the reader to…

Grade 1-3 Get The Basics Grade 4-5 Hi[ng the Middle Grade 6+ Going for the Top
Point + Evidence + General Effects Subject Terminology + Embedded Evidence + Effects Subject Terminology + Embedded Evidence + Specific Effects

The writer uses the word “shaking” to The writer uses the verb “shaking” to The writer demonstrates the power of the storm
show how the wind is so strong and emphasize the force of the wind and through the use the verbs “shaking, pummeling,
moves the coach. highlight to the reader how unpredictable bombarding” highlighJng to the reader how
and strong it was. unpredictable and strong the storm is. It conveys a
darker more sinister side to the storm through
personificaJon as it “cloaked them in mist.”

Subject terminology Embedded Evidence Specific Effects

Sentence Frame : The writer uses _______________ “_____________” ______________ .
AO2 The Structure Ques*on
Paper 1 Q3 8 marks 3 bullet points, 3 paras , 15 mins
Typical QuesJon: How does the writer structure the text to show…
Phrases Subject Terminology Phrases for Specific Effects
The extract begins with… S SemanJc field
At the beginning… T Tone, Tension
…perspecJve shids… R RepeJJon
As the extract develops… U strUcture of sentence
The tone changes to show… C Change of focus
The use of dialogue reflects… T Time
Here we learn that… U pUnctuaJon
The ending reminds the R foReshadowing
reader of… E Ending & beginnings
In the final paragraph… D Dialogue
Grade 1-3 Get The Basics Grade 4-5 Hi[ng the Middle Grade 6+ Going for the Top
Point + Evidence + General Effects Subject Terminology + Embedded Evidence + Effects Subject Terminology + Embedded Evidence + Specific Effects

At the beginning the writer focuses on At the beginning the writer focuses on the At the beginning the writer focuses on the weather
the weather saying “the wind came in weather to foreshadow danger as “the wind to foreshadow danger as “the wind came in gusts”
gusts”. This makes the reader think came in gusts”, which indicates to the reader suggesJng that the storm represents a potenJal
that something bad is going to happen that the storm represents danger or a hazard threat. This is further reinforced by the semanJc field
next. for the character. of verbs across the opening paragraph that “smash,
pummel and bombard” the house to reinforce the
threat the storm brings both literally and
metaphorically.

Sentence Frame : The writer uses _______________

Subject Terminology “_____________”
Embedded Evidence __________
Specific Effects
AO1 The Summary Ques*on
Paper 2 Q2, 8 marks, 2 paras, 10 mins
Typical QuesJon: Use details from both sources. Write a summary of the differences between…

Phrases No requirement to use subject

In text A…In text B… terminology.
This

No requirement to refer to
the writer.

Grade 1-3 Get The Basics Grade 4-5 Hi[ng the Middle Grade 6+ Going for the Top
Statement about Text A + Comparison Statements about Both Texts + Evidence + Statements about Both Texts + Evidence
+ Statement about Text B. Explicit + Implicit Inference. + Explicit + More Implicit Inference

McMillan’s journey takes place in McMillan’s journey is dangerous; he McMillan’s journey is strenuous and
Scotland whereas Dixie’s is in South describes having to ‘create grip out of dangerous; he describes having to
America. nothing.’ In contrast, Dixie’s journey is ‘create grip out of nothing.’ In contrast,
less physically demanding as she recalls Dixie’s journey is less physically
being ‘in the best of spirits’. demanding. She recalls being ‘in the best
of spirits’ and has opportuniJes to relax
during the journey, enjoying the
hospitality of local people.

Sentence Frame : In Text A / In Text B_________

Statement “_________”
Evidence _________
Inference
AO3 The Comparison Ques*on
Paper 2 Q4, 16 marks, 4 paras, 20 mins
Typical QuesJon: Compare how the two writers convey their different a[tudes to…
Phrases
Subject Terminology
The writer uses…. Or
The writer’s a[tude to…is represented Writer’s Methods
through the way…
Language Structure
The method…..creates….

The reader can infer from this that…

This is in direct contrast to the second

text…

This is indeed different from Text B

because…

Grade 1-3 Get The Basics Grade 4-5 Hi[ng the Middle Grade 6+ Going for the Top
Both Texts + Evidence + Effect+ Both Texts + Methods + Evidence + Both Texts + Methods + Evidence +
Comparison Effects + Comparison Specific Effects + Comparison

Jay Rayner seems like a laid back father who Jay Rayner is a cool parent who has a good Jay Rayner uses humour to good effect in
doesn’t mind his son taking the mickey, sense of humour around his son. He is quite his arJcle and uses it both in his a[tudes to
‘remorselessly taking the mickey’. impressed with his son’s educaJon. We parenJng, ‘too busy killing things on Skype’
Whereas, the other father is not that nice know this when it says, ‘He got 20 out of – showing his warm, relaxed a[tude to his
and does not even write to his son. It’s like 25, or 80%’ whereas Henry’s father is not son and in his a[tudes to educaJon. He
he doesn’t care. impressed, ‘In Henry’s leYer I see several refers to his own educaJon using self-
words wrong spelt,’ deprecaJng humour however, using the
simile, ‘like a line of Pac- Men doing a
conga’ to refer to his own grades. This is in
direct contrast to ....

Sentence Frame : In Text A _________

Statement ________
Methods “_______”
Evidence ______
Effects _____________
Comparison Text B
AO4 The Evaluate Ques*on
Paper 1 Q4, 20 marks, 4 paras, 20 mins
Typical QuesJon: Focus this part of your answer on the second part of the Source from line 19 to the end. A student, having read this secJon of
the text said…To what extend do you agree?

I agree with the statement Writer’s Methods

because… Language Structure
The statement is evidently
true because…
Clearly the…
This conveys that…
Overall, the writer creates…

Grade 1-3 Get The Basics Grade 4-5 Hi[ng the Middle Grade 6+ Going for the Top
EvaluaJve Statement + Evidence + EvaluaJve Statements + Evidence + EvaluaJve Statements throughout answer
Effects Methods + Effects + Evidence + Methods + Specific Effects

Clearly, the characters are good because the Certainly, the writer brings the characters alive Plausibly, the passengers are a unified group
writer includes detail to make them seem by making them behave and react differently. because the writer refers to them collecJvely: ‘The
different. The ‘old fellow’ makes us laugh The ‘old fellow’ from Truro loses his temper few passengers huddled together for warmth’, but
because he is so angry that he is ‘fumbling’ with the driver but makes things worse for their acJons suggest how different they are. The
with the window sash and so gets everybody everybody by opening the window and ‘old fellow’ is short tempered and pompous with a
wet. The writer makes us understand that he ‘bringing a shower of rain on himself and his sense of his own importance, but also ridiculous in
is also grumpy by telling us that he had ‘kept fellow- passengers’. This amuses the reader his acJons. The writer’s choice of the word
up a constant complaint ever since he joined because the man is angry and foolish. We also ‘petulant’ shows how his behaviour was childish.
the coach from Truro’. understand the irony of his acJons and how He also makes rash statements – that he would
pointless it is cursing the driver, who the ‘never travel by coach again’ which the reader
reader knows is doing his best. The writer knows is of no interest to the driver he is swearing
makes the man seem unreasonable and out of at. Overall, he is reduced to…
control by the use of excessive, almost violent
words like ‘rogue’ and ‘murderer’

Sentence Frame : Clearly, the writer _____________

EvaluaJve Statement _______
“Evidence” _______
Methods _________
Effects