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(Amanda) Paper 1: PEEEEL answer structure for Questions 2 & 4. (Language questions)

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(Amanda) Paper 1: PEEEEL answer structure for Questions 2 & 4. (Language questions)

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* Create your own Urban Dictionary.
** Find an old/unused note pad.
** Write out your favourite slang or urban words/phrases etc
*  list your own adjectives to describe someone/thing you like, love, dislike or hate...
** look up the definition and then find some synonyms - formal/standard English and slang.
** watch your sophisticated vocabulary grow - use in your writing for Question 5 - Paper 1 & 2.
** achieve the higher grades in your GCSE writing task - and your explanations of the writers use of language.

*** Read and search through your favourite texts add the interesting words to your dictionary.

We look forward to seeing your results!

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Creative writing - open the PowerPoint for guidance..

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Creative writing - open the PowerPoint for guidance..

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The mice...

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Paper 1 - Questions 2, 3 & 4: Ursula K LeGuin's The Dispossessed. 

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Paper 1 - Questions 2, 3 & 4: Ursula K LeGuin's The Dispossessed. 

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Please see the attached Word document. Read the three questions, then closely go through the text and prepare the responses of your choice. Email them to your lecturer for written feedback.

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Q2 You need to refer to SOURCE A and SOURCE B for this question.
Both sources describe the different ways of rationing affecting people. Use details from BOTH sources to write a summary of what you understand about the differences between rationing in both sources.

TOP TIP: For this comparison question you do NOT need to explore the language choices in detail. You only need to write 2 comparison paragraphs using linking phrases such as; 'however', 'on the other hand'. Make sure you mention both sources and SUPPORT your POINT with EVIDENCE (QUOTES)

Q3 You need to refer only to the part of Source A highlighted in YELLOW.
How does the writer use language there to describe the attitudes towards rationing?

Q4 For this question, you need to refer to the whole of SOURCE A , together with the whole of SOURCE B.
Compare how the writers convey their similar perspectives on rationing.
In your answer, you could (must):
•compare their similar perspectives on rationing
•compare the methods the writers use to convey their perspectives
•support your response with references to both texts.

TOP TIP: For this comparison question you NEED to look at language and structure. You need to write a PEEEEL paragraphs; REALLY explore the connotations of the words within the quotes you chose.

REMEMBER: When you are done email your lecturer for feedback/marking

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BBC article 13th March 2020

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During the Second World War food rationing was introduced in Britain, beginning with bacon, butter and sugar. Feeding the nation during wartime was a serious business. Ina Zweiniger-Bargielowska describes the women's war on the kitchen front

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Use the suggested texts or find your own to complete exam-style questions. 

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Use the suggested texts or find your own to complete exam-style questions. 

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If you wish to find your own sources to analyse, make sure that they share a common topic. Their points of view don't have to be similar.

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Use the suggested text or find your own to complete exam-style questions

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Use the suggested text or find your own to complete exam-style questions

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This extract comes from 'Pet Sematary' (misspelling was the intention of the author) by Stephen King. It is the first chapter. Read it and then answer the following questions. Once you have done it, email your lecturer for marking and feedback.  

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This extract comes from 'Pet Sematary' (misspelling was the intention of the author) by Stephen King. It is the first chapter. Read it and then answer the following questions. Once you have done it, email your lecturer for marking and feedback.  

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Q1 Read the following first chapter from a novel by Steven King and list 4 things about Rachel.

Q2 Read the highlighted in YELLOW part of the text and answer the following question: how does the writer use language to describe the neighbourhood and the house?
[remember to follow the PEEEEL paragraph structure. You need to analyse the language in depth. Try to avoid repeating yourself; for extra help with this use https://www.thesaurus.com/]

Q3 Now you need to think about the WHOLE of the source. The text comes from the beginning of the novel. How did the writer structure the text to interest the reader?

Q4 Focus this part of your answer on the second part of the source highlighted in BLUE..A student said, ‘This part of the story, where the family reaches the house shows how much pressure Louis was under until that moment. He was very relieved to see his family liking the house’. To what extent do you agree?
In your response, you could:
•consider your own impressions of Louis' reaction to his family's impression of the house
•evaluate how the writer describes the reaction of his family
•support your response with references to the text.

REMEMBER: When you are finished answering the questions email your tutor for feedback.

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This planning sheet includes all steps you need to follow for a successful Paper 2 Question 5 response. Follow it carefully to ensure maximising your marks

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You will be expected to spell these words correctly.
Use the old-fashion method of Look/Memorise/Cover/Practise

Challenge: Find at least 5 words to replace any of the ones from the sheet (synonyms). This way you will enrich your vocabulary.

Link to thesaurus (synonyms dictionary):
https://www.thesaurus.com/

101 GCSE Spellings

A | according, accommodation, across, against, although, ancient, apologise
B | beautiful, beginning, believe, build, business
C | caught, category, certain, chemist, complete, cough, conscious, conscience
D | diarrhoea, disguise, difference
E | embarrass, enough, especially, example, excite, exercise, experience
F | familiar, famous, finish, forest
G | guest, guarantee, guilty, government
H | halve, happened, height
I | information, interest, immediately, independent, instead
J | jewel, juice
K | knowledge
L | language, listen, league
M | maintenance, mountain, machine, measure, meant
N | necessary, neither, nuisance
O | occasion, ocean, once, opposite, original
P | paragraph, parallel, phrase, possible, pressure, purpose
Q | quite, quiet, queue
R | receipt, receive, region, remember
S | sentence, separate, sergeant, sincerely, soldier, succeed
T | thousands, therefore, temperature, thorough, tomorrow, theatre
U | unfortunately, until, usually
V | vacuum, variety, various, vary, vehicle
W | weight, written, whose

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Use to enhance your question 5 responses (both paper 1 and 2). Remember, using a variety of vocabulary gives you extra marks and helps to avoid repetition.

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Creative Writing Challenge (Art Exhibition)

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Creative Writing Challenge (Art Exhibition)

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Use these in your Question 5 writing for extra marks!

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Home Study Booklet -- Exam Revision 2019-20

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Home Study Booklet -- Exam Revision 2019-20

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Please work through this booklet. Contact your teacher or anyone in the English department for marking and feedback.

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Language, Spelling and Punctuation - Revision Booklet.

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Language, Spelling and Punctuation - Revision Booklet.

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Progress and Revision Checklist – March 2020

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Progress and Revision Checklist – March 2020

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Please use this to gauge where you are at this stage -- and to judge where you need to go from here. Anything on this checklist that you feel unsure of, please use as a guide for your further revision and study -- and ask your teacher!

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Progress and Revision Checklist – March 2020

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Images for Descriptive / Narrative Writing

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Images for Descriptive / Narrative Writing

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Use these images for timed practice (45 minutes) of descriptive or narrative writing: 'Write a description suggested by this image / Write a story suggested by this image.' Don't forget your SOAPAIMES techniques, along with your focus on sophisticated vocabulary, structure and punctuation. Email your work to your lecturer for marking.