1. English Language Paper 2
An overview of the exam

2. English Language specification at a glance

3. Overview
For section A, the focus for Paper 2 is attitudes/viewpoints/perspectives - looking at how writers have used texts to present a point of view, an argument etc.
In Section B, the writing question will ask students to then present their own point of view in a piece of writing.

4. Texts
There will be two linked texts from different time periods which will be nonfiction and literary non-fiction.
One source will definitely from the 19th Century.
The other will be from either 20th or 21st Century.
Starter: What is non-fiction? What types of non-fiction text can you think of?

5. Types of Non-Fiction Texts
High-quality journalism
Reports
Essays
Travel writing
Accounts
Sketches
Letters
Diaries
Autobiography and biographical passages and other appropriate texts

6. Question 1
This question asks for four correct statements to be chosen from a selection of correct and incorrect statements.
If you choose more than four statements, only the first four selected in the order presented will be marked.
You are being marked on your ability to:
- AO1: Identify and interpret explicit and implicit information and ideas.

7. How to Approach the Question
Read the question first and then spend 5 minutes reading source A. This should help you get a sense of the style and subject matter of the source.
Then go through and shade off the boxes of the statements that are true, looking closely at the source.
Spend 7 minutes on this question.

8. Paper 2 Q2: AO1 and Q4: AO3
Paper 2 Q2 tests AO1 skills using two texts. To be successful at the top level of the MS, students need to:
select a judicious range of textual detail – connected to the focus of the question
synthesise the detail from both texts, in order to…
provide a perceptive interpretation.

9. The mark scheme: Level of response 3
Demonstrates clear connections between texts.
Selects relevant quotations from both texts to support summary.
Begins to interpret both texts.
This leads to:
Showing a clear understanding of the differences.

10. Example answer
Both Glastonbury and Greenwich have a focus on outdoor fun, but whereas modern crowds can enjoy the mud and camp out at Glastonbury in ‘a series of tents …’ which could be chaotic because “some lose their moorings” or go there to be entertained by bands like “Coldplay and The Killers”, at Greenwich the crowd went for treats to eat like “spice nuts” and “pennyworths of pickled salmon”. This might suggest people have more leisure time to spend at Glastonbury than the crowd at Greenwich who seem to be enjoying a rare day out…

11. Question 3 This question only assesses one Assessment Objective – AO2
AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
What are the key words of the AO?

12. AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
These words tell you what you need to try to do in order of how they difficult they are. Analysing is the most challenging skill to try and master.

13. Analytical sentence stems
You need to make sure you are being analytical in your writing. What kinds of words can you use after quoting to make your writing more analytical?
E.g. This conveys……..
Evokes/illustrates/suggests/portrays/depicts...

14. What are language features?
When commenting on language you can look at three different areas:
Words/Phrases
Language Features / Language Techniques
Sentence Forms

15. Example paragraph
The second person direct address with the instruction to ‘imagine yourself’ draws the modern reader into the excitement of the past. Also the description of “Richardson’s” is seductive for the reader: the phrase ‘brightly illuminated lamps’ and ‘immense booth’ suggest a promise – of drama and expectation – about what could be inside that cavernous place. The image of ‘pots of burning fat’ has a bizarre but authentic effect on the senses of both smell and sight – melodramatic and intriguing of itself for the modern reader, since burning fat has connotations of danger and error rather than entertainment. The authentic direct speech of the man, which enhances his ‘countryman’s’ dress, is engaging for the reader, who is also then enticed to ‘come for’erd’. The adjective, ‘tragic’ and the noun, ‘swell’, attached to the professionals who ‘foot it to perfection’, suggest that their performance is beautifully contrived both on and off the stage
Analyses the effects of the writer’s choices of language.
Selects a judicious range of textual detail
Makes sophisticated and accurate use of subject terminology

16. Question 4
This is the last question on the reading section and is worth 16 marks.
It assesses AO3 – ‘Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts’

17. Compares ideas
and perspectives
in a perceptive
way
• Analyses how
writers’ methods
are used
• Selects a range of
judicious
supporting detail
from both texts
• Shows a detailed
understanding of
the different ideas
in both texts
Level 4
Perceptive,
detailed
13-16 marks

18. Example paragraph
Both Dickens and Day present the journeys to the festivals in very different ways. Dickens conveys the ‘perpetual bustle and noise’ with all the ‘crammed people’ making their way to Greenwich. This suggests a sense of danger, risk and chaos in the journey. This sense of chaos is continued as Dickens mentions the ‘cabs, hackney-coaches, ‘shay’ carts, coal waggons..’ The use of listing emphasises the seemingly endless sprawl of people attending the festival. In contrast Elizabeth Day uses a more wry and humorous tone in her article and emphasises the ironic contrast between the imagined chaos of Glastonbury and the more civilised reality. She describes the students ‘sipping Pimms and making polite chit-chat.’ …………………..….
Clear identification of area of comparison.
Use of supportive references
Makes inferences and analyses writers’ methods.

19. Writing to argue and persuade
The writing task (question ) is worth 40 marks.
You should spend 50 minutes on this question.
It is marked on the following assessment objectives 5 and 6.
AO5 Content and Organisation 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 Technical Accuracy Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

20. Content Register is convincing and compelling for audience
Assuredly matched to purpose
Extensive and ambitious vocabulary with sustained crafting of linguistic devices

21. Organisation Varied and inventive use of structural features
• Writing is compelling, incorporating a range of convincing and complex ideas
• Fluently linked paragraphs with seamlessly integrated discourse markers

22. Accuracy
Sentence demarcation is consistently secure and consistently accurate
• Wide range of punctuation is used with a high level of accuracy
• Uses a full range of appropriate sentence forms for effect
• Uses Standard English consistently and appropriately with secure control of complex grammatical structures
• High level of accuracy in spelling, including ambitious vocabulary
• Extensive and ambitious use of vocabulary

23. Planning Intro (1 or 2 sentences) Paragraph 1 Paragraph 2 Paragraph 3
Conclusion (1 or 2 sentences)