1. Introducing Paper One Section A and B
Learning Objectives:
To know how to approach Paper 1 section A
To know how my work will be assessed.
Introducing Paper One Section A and B
Level 4: perceptive
Level 3: clear
Level 2:attempts
Level 1: limited

3. You have 15 minutes to read the text and the paper in the exam
Practice Questions
‘Harry Potter’ by JK Rowling
You have 15 minutes to read the text and the paper in the exam

4. How do I answer Question 1?
It is worth 4 marks.
One mark for each correct piece of information.
The text is fiction
The question will direct you to a specific part of the text.
This question is intended to be straightforward.
It will be explicit (clear information).
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5. Write down four things that we learn about the Dursley’s.
Question 1
5 minutes
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6. Self assessment: one mark for each correct answer
Answers

7. How do I answer question 2?
Question 2 is worth 8 marks.
For this question you need to look at how the writer uses language to describe an event.
You need to comment on words and phrases, language features, techniques and sentence forms.
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Level 3: clear
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8. What effect do they have on the reader?
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Language Techniques
Simile
Metaphor
Personification
Alliteration
Onomatopoeia
Rule of three
Emotive language
Rhetorical Question
Repetition
Adjective
Verb
Phrase
Clause
Simple sentence
Compound sentence
Complex sentence
Punctuation
What effect do they have on the reader?
Red – literary language features
Green- Grammar and punctuation language features

9. Always talk about WORDS.
LANGUAGE= WORDS
Always talk about WORDS.
If you mention a device you MUST analyse WORDS within it.
Eg. The writer uses a metaphor, and the use of the word??? makes the reader feel…
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10. Analyse the language use, and its effect
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Analyse the language use, and its effect
“Contact with the outside world is invariably disastrous for an isolated tribe” “…to escape a rubber production boom that enslaved many Indians.”

11. A P.E.E paragraph should have a minimum of FOUR sentences
When responding to Q2, you need to use P.E.E P (Point): the point you want to make. E (Evidence): a quotation to prove your point is valid E (Explanation/ evaluation/ exploration/ extension/ effect/ EXTRA!): the really meaty bit of your paragraph, where you develop your point, and analyse words and their effects.
Use the phrase The word… to show that you are focussed on language use. Refer to the writer, to show that you know the writer made choices about language use
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A P.E.E paragraph should have a minimum of FOUR sentences

12. The word… The writer… P.E.E!!
Question 2
You could include: Words and phrases Language features and techniques Sentence forms
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The word…
The writer…
P.E.E!!

13. Techniques/ language you might have explored:
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Techniques/ language you might have explored:

14. Did you use the phrases: the word and the writer?
Assess yourself!
Q2 mark scheme
Level 4 : 7-8 marks
Detailed, perceptive, sophisticated
Level 3: 5-6 marks
Clear understanding of language
Level 2: 3-4 marks
Some understanding, attempts to comment
Level 1: 1-2 marks
Simple, limited
Did you use the phrases: the word and the writer?

15. Question 3 Question 3 refers to the whole of the source.
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Question 3 refers to the whole of the source.
It is worth 8 marks
This question focuses on how the extract has been structured to make an impact on the reader.

16. What does structure mean?
Structure: the order in which ideas are given to us by the writer
What does structure mean?
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17. Word Wall Question 3 At first Then At this point Narrows down Now
Focuses in
The author then introduces
The author goes back to
Finally
Wide view
Eventually
Change the scene to
Shifts away from
N.B: It must focus on the how the writer structures the writing rather than what happens.
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18. Key Terms when answering question 3
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Key Terms when answering question 3
Term
Definition
Focusing
Where the writer points the attention of the reader.
Introducing
When a character or idea is first mentioned.
Developing
As we are given more information, we learn more about a character of situation.
Changing
A writer will change the focus throughout the course of the opening by introducing a new character or event.
Concluding
Where the examiner has chosen to end the extract will usually indicate a kind of conclusion.

19. Focus on the key words, unease and structure.
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Question 3: How has the writer structured the text to build a sense of unease for the reader across the whole extract?
Focus on the key words, unease and structure.
Look first for unease in the text. Then consider how the writer has created and built this tension.

20. Structural techniques you might have explored:
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Level 3: clear
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Structural techniques you might have explored:

21. Assess yourself! Q3 mark scheme Level 4 : 7-8 marks
Detailed, perceptive, sophisticated
Level 3: 5-6 marks
Clear understanding of language
Level 2: 3-4 marks
Some understanding, attempts to comment
Level 1: 1-2 marks
Simple, limited

22. Question 4 is worth 20 marks You need to:
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Question 4
Question 4 is worth 20 marks
You need to:
Understand what the writer has sought to achieve in the passage
Evaluate the effectiveness of the writer’s choices
Selecting relevant quotations and textual references to support your views.

23. Try not to repeat points you have already made in questions 2 and 3.
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Question 4
Question 4 is the big mark question, so you need to spend the most time on it.
It requires you to have an opinion, and to critically evaluate the whole extract.
You need to use P.E.E.
Try not to repeat points you have already made in questions 2 and 3.

24. Q4 Top Tips Select a range of quotations
Use subject terminology to identify the writer’s techniques.
This indicates that…
Which makes us think that….
…implying that….
Which makes the reader feel that….
Here the writer is……………
Gives us the impression that….
It is as if…..
Suggesting….
Level 4: perceptive
Level 3: clear
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25. To what extent do you agree? In your response, you could:
4. A student, having read this section of the text said: “The writer …” (refer to last section).
To what extent do you agree?
In your response, you could:
Write about your own impression of
Evaluate how the writer has created these impressions.
support your opinions with quotations from the text.
Level 4: perceptive
Level 3: clear
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26. Sample response
Arthur is a young solicitor who’s mind is extremely unsettled in this section of the text, which is illustrated in the frantic description of Arthur’s actions as he races after Spider. An example of this, is the line ‘But aware that if I gave into panic, I should most certainly be lost.’ It is the verb ‘lost’ which really reinforces the severity and isolation of Arthur and as a reader we feel a sense of panic and terror for him as we know the significance of Spider to him in this remote and barren landscape. The writer makes the event seem more intense and dramatic, through the use of the first person authorial voice, which makes it very clear to the reader what Arthur is feeling and as a result this effectively allows us to feel a greater sympathy towards Arthur. This is specifically the case with the line ‘tugged with all the force I could, a strength I would never have dreamed I could have summoned.’ The use of the adverbial ‘never’ emphasizes just how desperate Arthur was to save Spider and the way he questions his own strength almost adds to the mystery and horror of the event as it reinforces the supernatural themes within the text –almost as if Arthur himself is somehow possessed by the situation he finds himself in. this makes us feel more shocked as we realize that through the first person narrative, we are being exposed to his experiences, which makes them even more disturbing to the reader.
The constant references of emotive verbs such as lunged and grabbed also provide the text with this constant feeling of desperation and finality which Susan Hill wants us to feel. At this point in the text, it is also the repetition of the actions, which creates this feeling of tension as we are made aware of just how grueling and terrifying this ordeal is for Arthur. It is the constant development of the events between Arthur and Spider, which evokes this strong image to the reader. The constant references to death also intensifies Arthur’s fear such as with the line ‘we both fought for our lives’ which through the verb ‘fought’ shows just how physically demanding this was for Arthur to overcome. However, the constant use of past tense verbs such as ‘lunged’ and ‘grabbed’ implies that Arthur had survived this ordeal and therefore in my opinion, it had lost some of its intensity, as we already had a strong feeling that he would rescue the dog even before the conclusion was revealed to us. Therefore, whilst I agree with some aspects of the student’s response, ultimately I do also feel that it could have been made more effective if the section was written in present tense to create that ambiguity for the reader.
Level 4: perceptive
Level 3: clear
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27. Assess yourself! Q4 mark scheme Level 4 : 16-20 marks
Detailed, perceptive, sophisticated
Level 3: marks
Clear understanding of language
Level 2: 6-10 marks
Some understanding, attempts to comment
Level 1: 1-5marks
Simple, limited