Revision for English Mocks 2017/18 English Language Paper 2: Tuesday 31 st October English Literature Paper 2: December mock period
English Revision Session 1. What are you being examined on? 2. How do you approach different sections? 3. What do you need to revise?
English Language English Literature
ENGLISH LANGUAGE Paper 2: 1h45 Section A: Reading Non-Fiction 2 texts: modern and C19 th 4 questions 40 marks 1hr (including 15 minutes reading) Section B: Writing Non-Fiction Explain and argue your opinion 1 question to answer 40 marks 45 minutes
Section A- Reading Skills
Question 1 The question will read as follows: Read again source A. Choose four statements below which are TRUE. Shade the boxes of the ones that you think are true Choose a maximum of four statements.
Question 1: Read again source A. Choose four statements below which are TRUE. Shade the boxes of the ones that you think are true Choose a maximum of four statements. Assessment Objectives: Identify and interpret explicit and implicit information and ideas Select and synthesise evidence from different texts
Question 2 Summary = put into your own words You need to refer to source A and source B for this question: Use details from both sources. Write a summary of the differences between Eddie and Henry. Assessment Objectives: Compare writers ideas and perspectives, as well as how these are conveyed, across two or more texts.
Answering Question 2 Possible Comparison Points *Audience *Purpose *Tone (attitude towards subject) *Form (Type of text) Point 1 Point 3 Point 2 Extract A Extract B Extract A Extract B Extract A Extract B Include quotations to support your ideas Start each paragraph with a comparative connective
Question 2 Practice Use details from both sources. Write a summary of the differences between Eddie and Henry. HINTS/ TIPS: Circle or highlight key words in the question. Using scanning and skimming reading skills, identify and highlight differences in sights and sounds in the two extracts. Try to identify approximately four differences. Choose details you can infer from and make notes in the margin. (You are NOT looking at writers techniques here.) Don t feel you have to take everything from the beginning of the articles.
Q2: Mark Scheme
Question 3: Language How does use language to? e.g. How does Henry use language to try to influence his father? This is an analysis question. In your response, you should include the following: *Precise quotations *Subject terminology *Effect on reader
Question 3: Ideas you may explore in the text Use of proper nouns, pronouns and phrases linked to time and place Emotive language Tone and how it is created Figurative language (similes, metaphors, alliteration, personification etc.) Semantic field
Q3: Mark Scheme
Question 4 Compare how the two writers convey their attitudes towards e.g. Compare how the two writers convey their different attitudes to parenting and education. In your answer, you should: Compare their ideas and perspectives Compare the methods they use to convey their attitudes (analyse what methods they use to convey their ideas) Support your ideas with references to both texts Methods: language techniques, tone, emphasis, structure, use of figurative language to reinforce meaning, etc.
Question 4 Practice Compare how the two writers convey their different attitudes to parenting and education. Extract 1 Extract 2 Create a Venn diagram Consider: Viewpoint and attitude Structure Tone Language
Question 4 Practice: Compare how the two writers convey their attitudes towards warfare and violence (real or imagined). Viewpoint and attitude Structure Tone Language Extract 1 (Lee) Horror of war and its destructive potential True recollection of build up of tension through the day the fear is almost worse than the action, which comes late on. Serious, slightly mocking of the militia going off gaily not recognising the horror of war; understatement and irony in the final statement Destructive and violent the blue sky scarred with a new foreboding Personification of the harsh weather and emotion of fear and the warship everything seems alive why? Extract 2 (Dowling) Irritated by stupid war games that make people behave badly Begins in mid-action to shock/surprise the reader and grab their attention then tells us the truth conveys his distaste for the situation Dead-pan humour, satirical (ridiculing) Semantic field of war why? Boys talk about how much it hurts to be shot Dowling is making a point about how the activity diminishes the horror of real killing and is critical of how people enjoy this mock violence. Jokes made in short, understated sentences. It s like a Helmand Province wedding.
Q4: Mark Scheme
Section B Writing: Assessment Objectives AO5 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Timing for Section B Planning: 10 minutes Drafting : 30 minutes Proofreading: 5 minutes
Writing in the exam You must adjust your writing according to: 1. Audience: who you are writing to 2. Purpose: why you are writing 3. Form: the text type (letter, leaflet, article, etc.) 4. Stylistic features: language, structure, layout, presentation, etc.) to ensure all match the audience, purpose and form
Argue, Advise and Persuade An argument presents more than one point-of-view (balanced). Your opinion is expressed in the conclusion. To advise means you present several options, sharing the advantages and disadvantages of each. Throughout the text, you are to remain impartial. If you are writing to persuade, present one view-point and defend it to the end. Even if you change your mind during the writing, you must maintain that point of view!
Techniques to include: Alliteration & anecdotes Facts Opinions (expert) Rhetorical questions & repetition Emotive language & exaggeration Statistics Tricolon (rule of three) Personal pronouns Conditional phrases
Paragraph Structure Connective word or phrase Point Evidence Explanation Linking sentence If possible, vary the order of the parts of a paragraph to make your writing more interesting.
Editing Check List Clear point in each paragraph Evidence to support in each paragraph Connective words or phrases to link paragraphs Use each mark of punctuation X5 (?!,.;()) Avoid repeating words Vary Sentence starters: Adjective ly word To +verb -ing verb *Vary Sentence structures *Subordinate clauses in beginning, middle and end of sentences *Short Sentence *Compound sentences
Section B: Mark Scheme AO5
Section B: Mark Scheme AO6
Revision Ideas Use Perdue On-line Writing lab, complete practise in areas of writing in which you are weak: comma splices, semi-colons, making a point, etc. Practise writing paragraphs. Use a thesaurus to improve weak vocabulary. Review the parts of a letter, article, leaflet, speech, diary, editorial, etc. Read samples of the above text types to see how the professionals do it. Go through writing and highlight techniques used and explain why they are effective.