1. English Language Paper 1 The Woman in Black
Y11 Curve Paper
‘Walk/Talk’ class paper

2. Spend 5 min on this question
Skills:
Identify explicit information
Identify explicit ideas
Read lines 1 to 4.
List four things from this part of the source about the dog (Spider) and her behaviour.
Quote or paraphrase
This is a fast ‘low skill’ question
4 marks
Spend 5 min on this question

3. Q1 Self Assess Check your answer Possible responses:
Spider was up (awake)
Spider was standing at the door
Her hair was standing on end
Her ears were pricked up
Her tail was erect
She was tense and ready to spring
She was making a soft, low growling noise

4. Spend 15 min on this question
Skills:
Analyse how writers use language to create effects
Select textual detail
Use subject terminology Q2
Look in detail at this extract form lines 4 – 13 of the source
I sat up paralysed, frozen, in the bed, conscious only of the dog and of the prickling of my own skin and of what suddenly seemed a different kind of silence, ominous and dreadful. And then, from somewhere within the depths of the house—but somewhere not very far from the room in which I was—I heard a noise. It was a faint noise, and, strain my ears as I might, I could not make out exactly what it was. It was a sound like a regular yet intermittent bump or rumble. Nothing else happened. There were no footsteps, no creaking floorboards, the air was absolutely still, the wind did not moan through the casement. Only the muffled noise went on and the dog continued to stand, bristling at the door, now putting her nose to the gap at the bottom and snuffling along, now taking a pace backwards, head cocked and, like me, listening, listening. And, every so often, she growled again.
How does the writer use language here to describe the atmosphere when Arthur Kipps wakes up? You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms
8 marks
Spend 15 min on this question

5. Q2 skill support
Skills:
Analyse how writers use language to create effects
Select textual detail
Use subject terminology
Identify juicy quotes. Think – what techniques and effects are present?
e.g. adjectives “paralysed” “frozen” to describe Kipps’ reaction upon waking “ominous” “dreadful” suggesting foreboding atmosphere
Where can you spot: verbs, present participles, repetition, onomatopoeia, sharp declarative sentence?
Think - What effects/impact do each of these quotations and techniques have on the presentation of atmosphere?

6. Q2 – writing your response
SQI technique
5 quotes
Zoom into individual words
Imagery/sound effects/rhetorical devices
Straight in – no intro/conclusion
15 mins/8 marks
eg.. The writer captures the fear and foreboding experienced by Arthur Kipps when he describes he “sat up paralysed, frozen in the bed” The static adjective “paralysed ”……inference here……………..
Spend 15 min on this question

7. Skills:
Analyse how writers use language to create effects
Select textual detail
Use subject terminology
Q2 self assess
Highlight where you have shown these 3 skills in 3 different colours. Is a skill missing? Less confident?

8. Ideas: Q3 Movement from waking  door & passage
Repeated mentions of silence/ noise
Slow pace of progress- postpones revelation
Complex sentences layer detail
Contrast of complex sentences with minor sentences for tension
Listing of adjectives to create vivid atmosphere Q3
Ideas:
You now need to think about the whole of the source.
This text is taken from the middle of the novel
How is the text structured to interest you as a reader?
You could write about:
What the writer focuses on
How and why the writer changes this focus as the source develops
Any other structural features that interest you
8 marks

9. Spend 15 min on this question
Skills:
Analyse how writers use structure to create effects
Select examples
Use subject terminology
Q3 support
This question focuses on how things develop/change
KEY WORDS AND TERMS:
As part of your comments, use words like ‘focuses’, ‘at the beginning/at this point/by the end’, ‘earlier/later/subsequently’, ‘the writer then deliberately…’, ‘zooms in/out’, ‘widens/narrows the focus’…
Time (significance) – chronological, use of flashback, asterisks, shift in perspective, cyclical – ending linking back to opening;
change in character, setting, focus, pace, tension, mood/tone, attitude, introduction of something unexpected;
focal point: shifts, narrows, widens;
effect: suggests/signals/pinpoints, adds/reinforces/strengthens, transforms/alters/shifts/contrasts/juxtaposes
Spend 15 min on this question

10. Q3 writing your response
Skills:
Analyse how writers use structure to create effects
Select examples
Use subject terminology
Q3 writing your response
SQI method
6 quotes (beginning/middle/end)
Narrative viewpoint/tense/time/place/patterns/start &end/outside to inside
Discuss chronologically
15mins/8 marks
Spend 15 min on this question

11. Skills:
Analyse how writers use structure to create effects
Select examples
Use subject terminology
Q3 Self assess
Self assess – highlight where you have shown these 3 things in 3 different colours

12. Spend 25 min on this question
Skills:
Critically evaluate effects on readers
Analyse writer’s methods
Select textual references
Critically respond to statement Q4
Focus this part of your answer on lines 14 to the end.
A student said “This part of the text, where Arthur Kipps searches for the source of the noise, shows how nervous he feels being in the house all alone.” To what extent do you agree?
In your response, you could:
Consider your own impressions of Arthur Kipp’s situation
Evaluate how the writer creates a sense of mystery and tension
Support your opinions with quotations from the text
Clear grasp of the debate – all points made are focusing on the statement given and your agreement/disagreement. Use key words from the statement (or synonyms).
As part of your critical evaluation, you must identify and explore aspects of language (writer’s methods, using terminology) in this question.
Pepper plenty of mini quotations throughout response.
Spend 25 min on this question

13. Q4 Support Evidence you might discuss/statements:
Methods you might discuss:
The use of first person narrative
The use of descriptive language
The use of verbs/verbs phrases
Complex sentence structures
Varied simple and minor sentences
Q4 Support
Evidence you might discuss/statements:
The fact that Arthur is alone in a strange and empty house which is unfamiliar and where someone has recently died.
The behaviour of his dog Spider throughout the extract and how Spider alerts him to the situation and atmosphere that makes him nervous.
The fact that the noise he hears is unidentifiable, but oddly familiar.
The reference to the mysterious door without a key, which he has been unable to gain access to.

14. Spend 25 min on this question
Q4 writing your response Skills: Critically evaluate effects on readers Analyse writer’s methods Select textual references Critically respond to statement
Highlight 6 quotes (agree/disagree/method/inference in margin)
3 chronological paragraphs (beginning/middle/end)
Statement (opinion) +Quote + debate +method
Build debate ‘established when’ ‘developed by’ ‘most apparent’ ‘contrasts with’
Do not forget to include the method and keep opinion focused on the statement
25mins/20 marks
Spend 25 min on this question

15. Q4 Self assess Skills: Critically evaluate effects on readers
Analyse writer’s methods
Select textual references
Critically respond to statement
Q4 Self assess

16. Section B Writing Task Q5
You have been invited to produce a piece of creative writing for your school magazine.
EITHER: Write a story suggested by this picture:
OR: Describe an occasion where you felt nervous about something you were about to do. Focus on the thoughts and feelings you had at the time
40 Marks (24 content and organisation +16 technical accuracy)
45mins
This question will be teacher assessed (mark/grade) after you have highlighted methods and proof read to ensure accuracy of SPAG.

17. PLAN (5) – WRITE (35) – REVIEW/EDIT (5)
Q5 Skills Ambitious Q5 skill support Full range of punctuation Sentence & paragraph length Crafted whole text structure
Describe
Describe – draw boxes around details of image (background/foreground)
Annotate boxes – multi sensory description
Camera moving across image – sequence paragraphs in order
3rd person/past tense
Expanded noun phrases/imagery/sound effects/rhetorical devices
Narrate
1st/2nd/3rd person narrative viewpoint
Past/present/future tense
Opening = equilibrium>disruption>recognition of disruption(Todorov)
Structural devices = hook/foreshadowing/time passing/flashback/nvp shift/anaphora/ending echoes the start
Can include direct speech & internal thoughts
Expanded verb phrases/imagery/sound effects/rhetorical devices
PLAN (5) – WRITE (35) – REVIEW/EDIT (5)

18. Using the Personal Learning Checklist (PLC)
This helps you to identify the skills you need to practise in order to improve in different questions.
It will help you to track your progress in these skills over time.
Green = secure
Yellow = developing/emerging
Red = not evident