1. Language Paper 1
Question 4 part 2 OBJECTIVE To revise how to approach question 4.

2. Question 4 – quick recap…
How many marks is it worth?
How many PEEFs should you write?
How long should you spend on it?
What are the 2 thing you must include? L_____ A_____ and Y____ O______
To get into Band 3 you must be C____ and R_____.

3. List 4 things that the man does to the boy in this part of the source.
Read lines 1 – 25 of Source A.
List 4 things that the man does to the boy in this part of the source. 1. 2. 3. 4.

4. You could have had... How many did you get?
He led the boy out into the yard.
He looked at the boy.
He asks the boy if he is all right.
He reached and took the lamp from the boy.
He turned and leaned and kissed the child on the forehead.
He turned and looked at the boy crouched above him.
He tells the boy to come down.
How many did you get?

5. Now read the second part of the source to yourself
Which one of these would you use to describe how you feel for the boy and the man when they find the food? Pick one and write 2 sentences to explain your choice.
I feel excited that they have finally some food.
I feel uneasy for them in this unfamiliar place.
I feel a sense of danger looming in the background.
I feel a sense of temporary relief only.
I feel angry they are eating dead people’s food.

6. Today’s Question 4 Highlight the key bits of the question
Focus this part of your answer on the second half of the source, from line 27 to the end.
A student, having read this section of the text said: “The writer allows us to feel excited for the man and the boy when they discover the food.”
To what extent do you agree?
In your response, you should:
write about your own impressions of the characters
evaluate how the writer has created these impressions
support your opinions with quotations from the text.
[20 marks]

7. Find 3 quotes for each and put them in your grid…
Excited
Not excited – maybe another emotion?

8. This is what I picked…. Excited Not excited – maybe another emotion?
The richness of a vanished world.
Why is this here? the boy said. Is it real?
They licked the spoons and tipped the bowls and drank the sweet rich syrup.
But they didn’t get to use it.
No. They didn’t.
They died.
The boy was sitting quietly on the bunk, still wrapped in the blanket, watching
You would find yourself awake in the dark wet woods again soon.

9. Now label your quote for devices…..
Excited
Not excited – maybe another emotion?
The richness of a vanished world.
Why is this here? the boy said. Is it real?
They licked the spoons and tipped the bowls and drank the sweet rich syrup.
But they didn’t get to use it.
No. They didn’t.
They died.
The boy was sitting quietly on the bunk, still wrapped in the blanket, watching.
You would find yourself awake in the dark wet woods again soon.

10. Read these 4 snippets What is good and not so good about each one? 
1. The writer shows that the boy is not excited because he sits quietly. ‘The boy was sitting quietly on the bunk, still wrapped in the blanket, watching.’ This shows the boy is sitting quietly and you would not do this if you were excited. Therefore I disagree with the statement and it seems weird to the reader that the boy does not react more.
2. I agree with the statement that the writer allows us to feel excited for the characters. I believe this because the writer uses questions to show how surprised the boy is ‘Why is this here? the boy said. Is it real?’. This is effective because it lets us see how the boy feels and therefore the reader feels it too. Furthermore the writer shows the boy is not used to seeing food because he doesn’t think it is real.
3. The writer uses a list to show that the characters like eating the fruit because it says ‘and tipped the bowls and drank the sweet rich syrup.’ This shows that they are doing lots of different actions and the writer wants us to have the details because they are enjoying every bit. Furthermore, the writer shows us that the characters are excited because the are drinking every last bit of the syrup and think it is ‘rich and sweet’.
4. I disagree with the statement and I do not think the writer lets us feel excitement for the characters. Firstly, this is because the food is not theirs and belongs to people who have died, ‘No. They didn’t. They died.’ This makes the reader uneasy because whatever killed those people might still be on the loose. This is emphasised by the short sentences – it is almost as if the man doesn’t want to talk to the boy about this and is being as brief as possible.

11. Paragraph 1
The writer shows that the boy is not excited because he sits quietly. ‘The boy was sitting quietly on the bunk, still wrapped in the blanket, watching.’ This shows the boy is sitting quietly and you would not do this if you were excited. Therefore I disagree with the statement and it seems weird to the reader that the boy does not react more. 
Repeats the quote in the explanation – stating the obvious! 
Links back to the statement and gives an opinion

12. Paragraph 2
I agree with the statement that the writer allows us to feel excited for the characters. I believe this because the writer uses questions to show how surprised the boy is ‘Why is this here? the boy said. Is it real?’. This is effective because it lets us see how the boy feels and therefore the reader feels it too. Furthermore the writer shows the boy is not used to seeing food because he doesn’t think it is real. 
Vague – ‘how the boy feels’ – well, how is that?
The furthermore is basic and underdeveloped. 
Good clear link to the question in the topic sentence.
Use of devices – ‘questions’

13. Paragraph 3
The writer uses a list to show that the characters like eating the fruit because it says ‘and tipped the bowls and drank the sweet rich syrup.’ This shows that they are doing lots of different actions and the writer wants us to have the details because they are enjoying every bit. Furthermore, the writer shows us that the characters are excited because the are drinking every last bit of the syrup and think it is ‘rich and sweet’. 
The topic sentence does not reference the question.
The furthermore is repetitive. 
Some good development when explaining the quote.
The quote is embedded at the end.

14. Paragraph 4….
I disagree with the statement and I do not think the writer lets us feel excitement for the characters. Firstly, this is because the food is not theirs and belongs to people who have died, ‘No. They didn’t. They died.’ This makes the reader uneasy because whatever killed those people might still be on the loose. This is emphasised by the short sentences – it is almost as if the man doesn’t want to talk to the boy about this and is being as brief as possible. 
Add in a furthermore for a really good paragraph! 
Link to the statement in topic sentence.
Use of devices – short sentence.
References the reader.
Is specific when explaining the quote.

15. A student, having read this section of the text said: “The writer allows us to feel excited for the man and the boy when they discover the food.” To what extent do you agree?
Point
I agree/disagree/agree a bit…. with the statement…
Evidence
I think this because the text says….
Explain
This suggests she… because….
An interesting word/devices the writer has used is….because….
Furthermore
Furthermore, this point is proven/backed up when….which supports my point as…
The writer has let us know… by using…