1. Paper 1:
Tues 6th June
GCSE English Language
Paper 2:
Mon 12th June
Paper 1: Explorations in creative reading and writing
1 hour 45 mins
50%
Paper 2: Writer’s viewpoints and perspectives
1 hour 45 mins
50%
Reading – 40 marks 15 mins read and plan
Find four… 4 marks 5 mins
Language 8 marks 10 mins
Structure 8 marks 10 mins
Evaluate 20 marks 20 mins
Writing – 40 marks
Describe or narrate : choice from two questions 24 content mins 16 accuracy
Reading – 40 marks 15 mins read and plan
Select four… 4 marks 5 mins
Comprehension 8 marks 8 mins
Language 12 marks 12 mins
Compare 16 marks 20 mins
Writing – 40 marks
Write in a viewpoint
24 content mins 16 accuracy

2. Paper 1:
Tues 6th June
Paper 1 Q3
Paper 2:
Mon 12th June
Question 3
You now need to think about the whole of the source. This text is from the middle of the novella. How has the writer structured the text to interest you as a reader?
You could write about:
what the writer focuses your attention on at the beginning
how/why the writer changes this focus as the source develops
any other structural features that interest you.
8 marks
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

3. Today’s objectives Do you know the structure of paper 1 question 3?
Tues 6th June
Today’s objectives
Paper 2:
Mon 12th June
Do you know the structure of paper 1 question 3?
Do you understand what the examiner is looking for?
Can you analyse the structure of a text?
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology ..

4. Paper 1:
Tues 6th June
Success today
Paper 2:
Mon 12th June
Level 5 – comment on the effect of structure, with some appropriate subject terminology.
Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology.
Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

5. Preparation for GCSE English Language
Paper 1:
Tues 6th June
Preparation for GCSE
English Language
Paper 2:
Mon 12th June
AO1 – Identify and interpret explicit and implicit information
AO2 – Analyse language, structure
AO3 – Compare writer’s ideas (Paper 2 only)
AO4 – Evaluate texts critically (Paper 1 only)
AO5 – Communicate clearly, effectively and imaginatively
AO6 – Vocabulary, sentence structures and punctuation
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

6. How has the writer structured the text to interest you as a reader?
Paper 1:
Tues 6th June
The question will be…
Paper 2:
Mon 12th June
3. For this question, you will need to refer to the WHOLE of Source A. The question WILL inform you whether the extract comes from the beginning, middle or end of the novel. This is important!
How has the writer structured the text to interest you as a reader?
You could write about:
• what the writer focuses your attention on at the beginning
• how and why the writer changes this focus as the source develops
• any other structural features that interest you.
8 marks (10 minutes)
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

7. Paper 1 Q3 mark scheme Paper 1: Paper 2: Tues 6th June Mon 12th June
Level
Skills descriptors
Level 4 – ‘Perceptive, detailed’
7-8 marks
Shows detailed and perceptive understanding of structural features:
• Analyses the effects of the writer’s choice of structural features
Selects a judicious range of examples
• Makes sophisticated and accurate use of subject terminology
Level 3
Clear, relevant explanation
 5-6 marks
Shows clear understanding of structural features:
• Explains clearly the effects of the writer’s choice of structural features
• Selects a range of relevant examples
• Makes clear and accurate use of subject terminology
Level 2 – Some understanding and comment
 3-4 marks
Shows some understanding of structural features:
• Attempts to comment on the effect of structural features
• Selects some appropriate examples
• Makes some use of subject terminology, mainly appropriately
Level 1
Simple, limited comment
 1-2 marks
Shows simple awareness of structural features:
• Offers simple comment on the effect of structure
• Selects simple references or examples
• Makes simple use of subject terminology, not always appropriately

8. Paper 1 Q3 The 3 bullet points you need to cover are:
Tues 6th June
Paper 1 Q3
Paper 2:
Mon 12th June
The 3 bullet points you need to cover are:
what the writer focuses your attention on at the beginning
• how and why the writer changes this focus as the source develops
• any other structural features that interest you.
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

9. These are the structural devices you should look for
Paper 1:
Tues 6th June
Paper 1 Q3
Paper 2:
Mon 12th June
These are the structural devices you should look for
ANAPHORA - the use of a word referring back to a word used earlier in a text or conversation, to avoid repetition, for example the pronouns he, she, it, and they and the verb do in I like it and so do they.
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

10. Paper 1 Q3 You will need to know about how structure works at:
Tues 6th June
Paper 1 Q3
Paper 2:
Mon 12th June
You will need to know about how structure works at:
whole text level – perspectives, openings and developments
paragraph levels – temporal, spatial and perceptual shifts, the effect of different paragraph lengths
sentence level – how sentence construction affects our reactions to fiction
word level – how individual words can have significance.
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

11. …then write in detail about why
Paper 1:
Tues 6th June
Paper 1 Q3
Paper 2:
Mon 12th June
Look for four key things…
Start
Shifts
Patterns
Ending
…then write in detail about why
Aiming High
Look for…
Patterns
Overall structure
Anything unusual
…then write in detail about why
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.

12. ‘What are you making?’ asked the man. The boy didn’t answer.
One evening, the boy was crouched on top of the mound making a new town out of a heap of broken glass. He liked this time of day best – after tea, before bed. The air seemed to get grainy as its colour changed from vinegary yellow to candyfloss blue. He could rub it between his fingers like dust and slow time down. At the top of the mound he was in charge and he didn’t want to go home to bed. He collected green glass shards and broken brown bottle necks. He tumbled fragments of old window in his hands like shattered marbles. He pushed the glass into the mound, making houses, balancing roofs on them, building towers. The last of the sunlight caught and glinted in the tiny glass walls.
More of the black birds than he’d ever seen before rushed overhead and gathered on the lamppost. The orange light hadn’t yet switched on but the shadows were growing. He heard nine chimes of the town hall clock. For a moment, the lamppost looked like a tall thin man wearing a large black hat. When the man turned towards him, he looked like a lamppost. The man had a greyish-green coat speckled with rust and a black hat that quivered with beaks and feathers. The man didn’t need to climb the mound; he was face to face with the boy with his feet still planted in the pavement.
‘What are you making?’ asked the man.
The boy didn’t answer.
What is the opening sentence? How does it set the scene?
How does the focus change? Effect?
What technique is used more? Nouns, adjectives or verbs? What does that suggest about the purpose of this paragraph? (action/description)

13. What events take place in your paragraphs?
‘Every child is always making something. Shake them out and they‘re full of dust and dreams.’
The boy stood up, ready to run, but then he remembered that at the top of the mound he was king. He dug his heels into the rubble.
‘I’m making a new town, better than this one. The sun can shine in through the walls. The buildings look grander. It’ll be a great glass city.’
‘All it needs is people,’ said the man.
‘Yes, it needs people,’ said the boy. And when he looked down, tiny creatures were scuttling beneath the glass roofs. They looked like ants or spiders, but the sky was darkening and the creatures were moving too fast to be sure. He looked to the man but there was only the lamppost and as its orange light snapped on, the birds launched into the sky.
The boy plunged down the mound and ran, hoping he wouldn’t get told off for being late home. Before he reached the end of the street he knew something was wrong. The world was too quiet. Where were the sounds of cars? Of footballs being kicked against walls? There were no shouts from parents calling everyone in.
What events take place in your paragraphs?
What do you learn from the dialogue (other structural devices) between the characters?
How does the focus change? Effect?
What sentences form has been repeated? What atmosphere does it create?

14. Why does the writer change from the outside world to the inside world?
‘Mum?’ He pushed open their front door. The house was in darkness but the telly was switched on. His mum wasn’t in any of the rooms. A half-drunk cup of tea had been left on the arm of the settee.
The boy thundered back along the silent streets. He stood in the orange light beneath the lamppost. ‘Give them back,’ he shouted.
Nothing happened, although he could hear the rustle of feathers coming from the darkness above the light.
The boy ran to the top of the mound. ‘Give them back!’
‘But I haven’t got them,’ The man’s face glowed. ‘You have.’
In the gloom, it was hard to make out the tiny creatures beneath the glass roofs. They were no longer moving. The boy couldn’t be sure what was a particle of rubble and what was a person sleeping in their broken-glass house. ‘How do I get them back?’ he asked.
But the man was a lamppost again.
What do you learn from the dialogue between the characters? How does their conversation differ this time?
How does the opening and closing sentences differ? Effect?

15. Sentence Stems (Effects)
Question 3: How has the writer structured the text to…
A02: Explain, comment on and analyse how writers use structure to achieve effects and influence readers, using relevant subject terminology
Sentence Stems…
The extract begins with…
At the beginning, the writer…
The writer changes the focus…
The focus is changed to…
As the extract develops…
At the end of the text…
The ending links with the opening sentence…
The ending reminds the reader…
The writer also uses…
The use of dialogue/repetition/ punctuation/zooming in, etc…
Structural devices
Order of events (beginning, middle, end)
Change in focus
Repetition
First sentence
Last sentence
Patterns
Perspective change
Juxtaposition
Tense changes
Punctuation
Foreshadowing
Zoom in/Zoom out
Sentence Stems
(Effects)
This:
shows
conveys
portrays
implies
communicates
insinuates
creates
highlights
Displays
Alludes
Hints
Expresses
(reader)
This makes the reader…
ask themselves
wonder
question
agree
sympathise
assume
remember
believe
This makes the reader feel…
shocked
amused
disgusted
outraged
confused
puzzled
sadness
melancholy
frustration
fury
Flashcard to print
Point
Evidence/Analysis/Close Analysis (if possible)
Effect of structural device
The writer uses… (name technique/device)
An example of this is, ‘…’
This makes me/us as a reader think of/imagine…

16. How are you going to revise?
Paper 1:
Tues 6th June
How are you going to revise?
Paper 2:
Mon 12th June
Level 5 – comment on the effect of structure, with some appropriate subject terminology. Level 6 – explain clearly the effects of the writer’s choices of structure, with accurate use of terminology. Level 7/8/9 – analyse the effect of the writer’s choices of structure with sophisticated use of terminology.