# data[].attributes.attachment_link.description
Log in to your account to start creating videos.

# data[].attributes.attachment_link.description
Recite.Com is available for purchase. Get in touch to discuss the possibilities!

# data[].attributes.attachment_link.title
Everything you'll need for the exam! Flashcards | Quizlet

# data[].attributes.attachment_link.description
Start studying Everything you'll need for the exam!. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

# data[].attributes.headline
All terms you'll need for the exam (challenge version)

# data[].attributes.subject
All terms you'll need for the exam (challenge version)

# data[].attributes.attachment_link.title
Everything you'll need for the exam! Challenge version Flashcards | Quizlet

# data[].attributes.attachment_link.description
Start studying Everything you'll need for the exam! Challenge version. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

# data[].attributes.body
Comparative Grid

# data[].attributes.headline
Notes from a small Island & pictures from Italy Mark scheme 

# data[].attributes.subject
Notes from a small Island & pictures from Italy Mark scheme 

# data[].attributes.attachment_link.title
Notes from a small Island and Pictures from Italy Mark scheme.docx

# data[].attributes.headline
Notes from a small Island & pictures from Italy

# data[].attributes.subject
Notes from a small Island & pictures from Italy

# data[].attributes.attachment_link.title
Notes from a small Island and Pictures from Italy.docx

# data[].attributes.body
Someone requested an activity in which you were asked to find simple techniques such as verbs, adjective and adverbs. So here it is!

# data[].attributes.attachment_link.title
Describing Words - Find Adjectives to Describe Things

# data[].attributes.attachment_link.description
Below is a list of describing words for another word . You can sort the descriptive words by uniqueness or commonness using the button above. Sorry if there's a few unusual suggestions! The algorithm isn't perfect, but it does a pretty good job for most common nouns.

# data[].attributes.headline
Overall, I agree with this statement..... 

# data[].attributes.subject
Overall, I agree with this statement..... 

# data[].attributes.headline
Overall, I agree with this statement..... 

# data[].attributes.subject
Overall, I agree with this statement..... 

# data[].attributes.attachment_link.title
Simile, Metaphor, Hyperbole, Personification, Onomatopoeia, and Idioms in Popular Songs

# data[].attributes.attachment_link.title
Language Analysis (challenge version!) Flashcards | Quizlet

# data[].attributes.attachment_link.description
Start studying Language Analysis (challenge version!). Learn vocabulary, terms, and more with flashcards, games, and other study tools.

# data[].attributes.attachment_link.title
Language paper 2 revision laminate (2).docx

# data[].attributes.attachment_link.title
Big Brother is Watching You article.docx

# data[].attributes.body
Alex’s responses

Q2

Both sources describe the behaviour of children at their respective schools. However, source A describes order and enthusiasm, whilst source B describes chaos and complete disorder. The author of source A describes the ‘little busy bodies’ working hard and focusing on their work; the students clearly are eager to do well and want to make progress. In complete contrast, source B’s author describes a long list of ‘discordant’ behaviours: ‘shouting, gossiping, swearing and laughing’. The students are clearly, in this school, not focusing on their work.

Further to this, the students in source A obviously take pride in their achievements. They are ‘bright-eyed and keen’ and spoke with ‘enthusiasm and confidence’. The students clearly take pride in their school, their work and their progress and want to demonstrate this to the inspector. On the other hand, the time of the teacher in source B is taken up, not with teaching and learning, but by trying to bring order to the chaotic scene; there doesn’t appear to be any work completed in this school for students to take pride in. He describes the ‘distressing’ scene that occurred, involving a fight between students. He is so shocked by their appalling behaviour that he can’t believe ‘human beings’ would behave in this way.

Q3

The author of source A uses an extended metaphor (zoomorphism) to describe Sister Brendan. He describes her ‘tiny, dark, darting eyes’ and ‘sharp little beak of a nose’, creating the image of Sister Brendan as a blackbird, who ‘flutters’ around the school, knowing and seeing everything. The adjectives ‘darting’ and ‘sharp’ suggest that Sister Brendan is astute, incredibly organised, intelligent and perhaps a little nosey. She is an omniscient force in the school.

Similarly, he uses the simile ‘like a small hungry blackbird out for the early worm’ to emphasise how organised and eager to show off the school she is. The use of the adjective ‘hungry’ implies she is ambitious and wants the school to do incredibly well in its inspection; it could be argued that Sister Brendan is predatory and the Inspector is her ‘worm’.

Further to these uses, the author describes how the Head asks if she is the ‘Queen bee’. Again, we see an example of zoomorphism here, after the author described the school as a hive of activity. Given that queen bees are incredibly powerful leaders, we can see that the Head would like to be seen and represented in this way. She is clearly proud of the order she has over the school and how she is managing it and wants to demonstrate this to the inspector. He uses the adjective ‘mischievous’ to describe the glint in her ‘shining’ eyes, again alluding to the fact that she is bold, brazen and amibitious; she is not afraid of her pride and her control.

Q4

Both authors convey a certain level of surprise at what they find in their respective schools, but for somewhat opposing reasons. Source A’s author uses sombre adjectives such as ‘brooding’, ‘featureless’ and half-demolished’ to describe the school’s setting, which completely juxtapose with what he finds when he enters the school: a ‘calm, bright, welcoming and orderly building’, which he describes as an ‘oasis’, emphasising the complete contrast of the school and the area, which the inspector must have been somewhat shocked to find.

Similarly, the author of source B uses hyperbolic language to describe what he found: complete disarray. For example, he uses the adjective ‘dismal’ to describe the scene and the ‘moral hell’ that he encountered due to the students’ poor behaviour. He appears disgusted by what he finds, the noun ‘hell’ reiterating how important morals and order were in the 19th century.

Source B uses a plethora of adverbs with incredibly negative connotations to describe his and the students’ actions at the school, emphasising his distressing experiences at the school. ‘Viciously’, ‘fearfully’ and ‘horribly’, for example, suggest that the teacher finds no order or morality whatsoever in the school.

The tones used in both texts convey their attitudes towards the schools. Source A uses a somewhat light-hearted and humorous tone, describing the ‘mischievous’ glint in the Head’s eyes. The author liked what he found at the school – order, discipline and a thirst for learning – despite the run down town in which it is situated. He describes the students as ‘budding little philosophers’, highlighting their inquisitive nature and his delight in his findings.

In contrast, source B’s author uses a serious, concerned tone to convey his attitude towards the school: that the behaviour within it is immoral and something should be done to change it. He uses the simple, assertive sentence, ‘no school can possibly be worse than this’ to declare his views on the school, followed by a list of instructions for his own reference in his endeavour to reform the school. He writes ‘First – To see the boys and girls well washed and scrubbed, Secondly - ..’, again emphasising his contempt towards the way things are currently at the school and desire to change it.

# data[].attributes.attachment_link.description
Triptico is superb. My Trainee teachers feel it is one of the best resources they use and many have had fantasic results in lesson when it is used.

# data[].attributes.body
‘Now, more than ever, there's a strong call-to-action to press forward and progress gender parity. There's a strong call to #PressforProgress motivating and uniting friends, colleagues and whole communities to think, act and be gender inclusive.’

Write an article for an online newspaper arguing that more still needs to be done to foster gender parity in the UK.

# data[].attributes.body
Most people would agree that..
It is vital that…

A sensible idea would be to…
The time has come to..

We all know/agree that..

In truth…

That fact is that…
Without doubt…

Naturally,

Surely you would agree that..
It is vital/crucial that…

This clearly shows that…
I am absolutely certain that..

We can see from the evidence that..

Others must agree..

# data[].attributes.headline
Analysing Language and Structure in Non-Fiction

# data[].attributes.subject
Analysing Language and Structure in Non-Fiction

# data[].attributes.headline
Finding Implicit and Explicit Information

# data[].attributes.subject
Finding Implicit and Explicit Information

# data[].attributes.headline
Adjectives for feelings, shape, size, sound and time 

# data[].attributes.subject
Adjectives for feelings, shape, size, sound and time 

# data[].attributes.body
Sentence starters to use when analysing language.

# data[].attributes.body
Level 1-4 examplar answers for P1 Q3 - Structure

# data[].attributes.body
Fight Club by Chuck Palahniuk

This is the first chapter of Fight Club one of the structural features is that it starts with the ending. What effect does this have? How does it interest the reader? What other structural features have been used?

# data[].attributes.attachment_link.description
Book | First Chapter | Chuck Palahniuk | Review | Quotes | Links

# data[].attributes.body
Language and Structure

# data[].attributes.attachment_link.title
BBC Bitesize - GCSE English Language - Language and structure - AQA - Video

# data[].attributes.attachment_link.description
Learn and revise skills for writing about the language and structure of literary texts with this BBC Bitesize GCSE English Language (AQA) study guide.

# data[].attributes.body
Writing prompts to get your creative juices flowing!

# data[].attributes.body
Colours

# data[].attributes.body
Level 1-4 examplar answers for P1 Q3 - Structure

# data[].attributes.body
The examiners like the term "cinematic" when analysing structure (P1,Q3).

For example:
The setting is described in a cinematic way, with the narrator sweeping his eyes over several locations: the garden, the raft, the beach and the water. This sense of movement from one setting to another establishes a feeling of energy.

# data[].attributes.body
Examples of Flashbacks in Literature

# data[].attributes.body
Structural Features

# data[].attributes.body
Creative Writing Hooks

# data[].attributes.attachment_link.title
AQA Language Paper One and Two booklet (1)

# data[].attributes.headline
All the terminology you'll need, plus tasks.

# data[].attributes.subject
All the terminology you'll need, plus tasks.

# data[].attributes.headline
Flashcards to help you revise terminology

# data[].attributes.subject
Flashcards to help you revise terminology

# data[].attributes.attachment_link.title
GCSE English subject terminology flash cards - Jan 2017

# data[].attributes.attachment_link.description
I am an English teacher dedicated to making AQA GCSE English Language and Literature easy to understand. My videos break down challenging concepts into simple steps to help you succeed. Check out mrbruff.com/proof for evidence of how my content can impact your exam results! TikTok: @mrbruff Twitter/X: @mrbruffenglish Buy my revision guides in paperback on Amazon*: Mr Bruff’s Guide to GCSE English Language https://amzn.to/2GvPrTV Mr Bruff’s Guide to GCSE English Literature https://amzn.to/2POt3V7 Power and Conflict poetry guide (ebook) https://bit.ly/2PS8bw6 Mr Bruff’s Guide to ‘Macbeth’ https://amzn.to/2GxYO5p Mr Bruff’s Guide to ‘An Inspector Calls’ https://amzn.to/2GxXJKT Mr Bruff’s Guide to ‘Romeo and Juliet’ https://amzn.to/2GvL0s5 Mr Bruff’s Guide to Grammar: https://amzn.to/2GJCBSj and many more titles!

# data[].attributes.headline
Language paper 1 10 minute planning activities

# data[].attributes.subject
Language paper 1 10 minute planning activities