1. GCSE English Language Paper 2 Walk through exam
Read through the booklet, in SILENCE. You have 15 minutes – the time you will have in your Language exam.
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2. General information: 1 hour 45 minutes
Section A = Reading (40 marks, 45 minutes)
Section B = Writing (40 marks, 45 minutes)
SPaG assessed in Section B (16 marks)
Approx. 1 minute per mark
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3. Section A Reading – 45 minutes
The key messages to understand are as follows:
Each reading question is testing a different skill and you have to demonstrate the right skill in the right place.
Many students fail to manage their time effectively. Missing questions can mean the difference between grade boundaries
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4. Question 1 (4 marks)
Read again the first part of Source A, lines Choose four statements below which are TRUE. A…. B…. C…. D…. E…. F…. G…. H….
You now have 2 minutes to do the following …
Highlight the line reference in the question.
Draw a box around the relevant section of the text.
Re-read the relevant text.
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5. Question 1 = 4 minutes
Make sure you look only at the relevant section of the source.
Ensure you know how many statements you need to select.
This question is testing your ability to identify information and ideas within a text.
Identifying some of the statements will require only surface reading, whilst other statements may require basic inference skills.
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6. Question 2 (8 marks)
You need to refer to Source A and Source B for this question: The things to see and do at Glastonbury Festival and Greenwich Fair are different. Use details from both sources to write a summary of the differences.
You now have 3 minutes to do the following …
Highlight the key words in the question.
Skim read the two sources, writing down 3 key differences (table?).
Highlight short quotations that support your differences.
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7. Question 2 = 8 minutes
Make sure you know what the question is asking you to look for.
Ensure your textual evidence is specific and relevant to the question focus.
You MUST refer to both of the sources and use PEE structure.
This question is testing your ability to synthesise and summarise information.
Failing to refer to both sources will mean your mark for this question will be capped at level 2
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8. Question 2: A sample…
From the descriptions in atmosphere, Glastonbury and Greenwich Fair are hugely different. At Glastonbury, people remaining “impressively good-humoured” despite the “near-total devastation”. This suggests that Glastonbury appears to be a laid-back, relaxed experience. However, this does not seem to be the case at Greenwich. Charles Dickens describes “the firing of pistols” and the “bellowings of speaking trumpets”, conjuring a more hectic, intimidating atmosphere where the rowdiness of the games and the drinking in the pubs makes Greenwich sound much more like a brawl when compared to the modern expectations of a festival.
Clear point based on Q
Precise quotation
Makes an inference
Comparing point
Precise quotation
Developed inference
You practised this style of question when you completed the Juliet/Amy Pearce diary extract task during our Romeo and Juliet unit.
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9. Question 3 (12 marks)
You now need to refer to only to source B, Dickens’ description of the fair itself (from line 19 to the end). How does Dickens use language to make you, the reader, feel part of the fair?
You now have 3 minutes to do the following …
Highlight the line reference in the question.
Draw a box around the relevant section of the text.
Re-read the relevant section, highlighting any relevant language features.
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10. Focus only on the section of the text identified in the question.
Question 3 = 12 minutes
Make sure you know the focus of the question.
Write 3 detailed SPEED paragraphs, exploring the effects of language choices.
Use appropriate subject terminology.
This question is testing your ability to explain, comment on and analyse language use.
Focus only on the section of the text identified in the question.
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11. Question 3: A sample…
Signpost
Through this section of the text, Dickens uses a semantic field of food to make the reader feel part of the fair. For example, references to “gingerbread”, “pickled salmon” and “spice nuts”. All of these noun phrases connote memories of specific smells and aromas that the reader is likely familiar with. Alluding to the readers’ senses in this way immerses us in the text, allowing us to experience the fair in a more realistic, vivid manner.
Point and feature
Evidence from the text
Explores effect
Discusses in detail
You have practised this style of language analysis throughout all the units so far, both Language and Literature.
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12. Question 4 (16 marks) You now have 4 minutes to do the following …
For this question, you need to refer to the whole of source A together with the whole of source B. Compare how the writers have conveyed their different views and experiences of the festival and fair they describe. You could… - compare their different views and experiences - compare the methods they use to convey those views and experiences - Support your ideas with quotations from both texts.
You now have 4 minutes to do the following …
Divide each text into four equal chunks.
Write a word, or short phrase, next to each section to summarise the view/experience described.
Highlight one or two specific quotations from each section linked to the view/experience you have identified.
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13. Question 4 = 16 minutes Make sure you know the focus of the question.
Write a minimum of 4 SPEED paragraphs (2 comparisons)
Include comparative connectives to show similarities or contrasts.
Use appropriate subject terminology.
Explore connotations to show you understand HOW views are conveyed, being aware that views can change through a text.
This question is testing your ability to compare writers’ ideas and perspectives, and how they are conveyed.
Be clear on the focus of the question and ensure you talk about the whole of both texts equally.
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14. Question 4: A sample…
At the start of the article, Day has a negative view of Glastonbury, referring to the festival goers as “half-naked people who look like the survivors of a terrible natural disaster”. Through this simile, Day implies that Glastonbury is a place of total chaos and destruction. Her negative view is further reinforced when she refers to the site as a place of “near total devastation” where the noun “devastation” connotes a place not fit for human habitation. In a similar way, Dickens also views Greenwich Fair as a chaotic environment, however, he seems to view this is a more positive light at the start of the extract. For example, he refers to the “perpetual bustle and noise”. The noun “bustle” implies a very crowded environment, but one with a vibrant and friendly atmosphere. The idea the Greenwich is a lively, popular place is again reinforced when we learn that “everybody is anxious…to be at the fair” as the verb choice of “anxious” conveys people’s eagerness and excitement to attend.
Identifies the writer’s view
Evidence from the text
Terminology applied
Inference to explain view
Links to another quote
Comparative connective
You have practised this style of language analysis in the Steinbeck love letter comparison and through comparing your cluster poems in Lit..
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15. Section B Writing – 45 minutes
The key messages to understand are as follows:
You are marked for SPaG, including paragraphing and sentence construction – almost 25% of the marks on the whole paper.
You need to write an interesting, engaging piece which shows your flair as a writer.
You will be required to write in a specific form, e.g. a letter, article etc.
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16. Question 5 (24 marks content, 16 marks SPaG)
‘Festivals and Fairs should be banned. They encourage bad behaviour and are disruptive to local communities’ Write a letter to your local newspaper in which you argue for or against this statement.
You aren’t giving a balanced view – you are expressing your viewpoint.
You can look at the counter argument, but only to prove it wrong.
Be bold and confident in your opening paragraph. DO NOT start with “ I agree with this statement…”
Each paragraph needs to deal, in detail, with a separate reason.
Plan an introduction, three main paragraphs, counterargument and a conclusion.
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17. Question 5 (40 minutes + 5 mins. checking)
Introduction
Open with a bold, engaging paragraph using a rhetorical technique. Do not state your opinion directly, your reader should be able to work this out for themselves.
Point 1
Introduce and explain your first main reason, possibly including an anecdote to exemplify your point.
Point 2
Introduce and explain your second main reason.
Point 3
Introduce and explain your third main reason.
Conclusion
Sum up your main arguments, stating, in your final sentence, what needs to be done about the issue.
Your counter argument can be inserted at any point, but you MUST remember to undermine it with your own points.
Students should aim to write approx. 2 – 2½ sides
You have practised this style of writing when you prepared your EU speech. You need to apply exactly the same skills here.
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18. Question 5: An example opening…
Dear Sir/Madam, For the majority of the year, my historic home-town of Glastonbury is the very definition of a picturesque, rural gem. And then comes festival season. During this treasured time, the local residents are forced to endure a ceaseless bombardment of tourists, musicians and contractors, which eventually culminates in a week-long wall of noise. Overnight, the town is over-run by new-age hippies, groupies and entourages…
You have practised this style of language analysis in the Steinbeck love letter comparison and through comparing your cluster poems in Lit..
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19. AO3 – common SPaG errors
You are marked on your SPaG skills in Q5 and 6.
There are a number of common errors which will impact on your marks:
Using only basic punctuation;
Comma splices;
Homophone errors
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20. High level punctuation Colons and semi-colons
Introduce an explanation, quotation or a list.
The part before the colon MUST be a full sentence.
Examples
John had one thing to remember: his homework
For Christmas, John wanted a lot of things: an Xbox, an iPhone, new trainers…
We remembered what our teacher had said: “you need to use colons correctly”.
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21. High level punctuation Colons and semi-colons
Replace a full stop or connective to join two complete sentences that are linked in meaning.
Examples
The concert was amazing; Justin Bieber has a fantastic voice.
Rain hammered against the window; Josh pulled up his hood and dashed outside.
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22. Activity
Replace the underlined sections with either a colon (:) or a semicolon (;).
Nobody was seriously injured in the accident but one man broke his arm. 
We remembered something our teacher had said. She’d said “English is a brilliant subject”.
She needed to go to bed because she had been up since 5am.
The match was fantastic and we won 4-1.
I got loads of things for my birthday. I got an Xbox game, new trainers, an iPod and a CD.
Sue only has one thing on her mind and that’s her dinner.
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23. Avoiding comma splices
A comma splice is where two sentences are incorrectly connected with a comma instead of a full stop (or other piece of punctuation).
For example
The weather was freezing, I didn’t want to go outside.
Comma splices can be fixed in the following ways:
Replace the comma with a full stop to create two sentences
The weather was freezing. I didn’t want to go outside.
Replace the comma with a connective
The weather was freezing so I didn’t want to go outside.
Replace the comma with a semi-colon
The weather was freezing; I didn’t want to go outside.
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24. Activity
Re-write these sentences, using different methods to fix the comma splices
There came a screaming howl, John began to tremble.
The eerie mist became thicker and thicker, it got so thick he couldn’t see.
He tried to shake off the choking fog, it was clinging on for dear life.
A strong wind gusted, a frightened tingle went down the back of his neck.
A shadow was advancing across the path, John opened his mouth to scream.
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