Language Paper 2

Timings and Order

Question 1

3 mins
4 marks

Question 2

15 mins (7 mins read + 8 mins write)

8 marks

Question 4

32 mins (10 mins plan + 22 mins write)

16 marks

Question 3

15 mins (3 mins plan + 12 mins write)

12 marks

Question 5

40 mins
40 marks
Time Management Strategy

1) Do Q1 in under 3 mins
2) 1hr 42 remaining
3) You will read and plan for Q2 (via pencil circling and writing the focus at the top
of each source [e.g., how are the surfboards presented here?])
4) At this point, you are going to go through and SKIM and circle ANYTHING to do
with the topic. For example, with the surfboards, read through source A, skim
and circle anything that remotely relates to the surfboards – this should take
around 3 mins. At the bottom of the page, write “the surfboards are presented as
X and Y” as a little summary
5) Then for source B, you won’t circle everything, just things that are
different/similar to the things you circled in source A depending on the question
– that way you have an efficient planning/reading time.
6) This planning stage will be done in 7 mins
7) 1 hr 35 remaining
8) You now have 8 mins to write out Q2
9) 1hr 27 remaining
10)Read and plan Q4 in 10 mins
11)1hr 17 remaining
12) You now have 22 mins to complete Q4
13) 55mins remaining
14) You now have 10-15 mins to complete Q3
15)40-45 mins left for Q5 – perfect
Question 1 – 4 marks, 3 mins

 Implicit and explicit detail

 You have 3 minutes, don’t rush
 It’s like a foundation question, this doesn’t mean you should rush – it means you
should take care because they’re trying to trip you up and if you get 3/4 or less it
would be embarrassing 😉

Question 2 – 8 marks, 13 mins

Things I got wrong on past papers

 It’s a summary of the differences between source A and source B

 Testing AO1: - Identify and interpret explicit and implicit information and ideas
- Select and synthesise evidence from different texts
 It is all about inferences – you need to infer things using evidence given from the
text and this inference must be made through explicit and implicit hints
 Kind of like you are given clues through the text and need to summarise what is
happening by inferring things from the clues you are given
 DO NOT – REPEAT – DO NOT ANALYSE LANGUAGE
 Carefully select those differences ensuring they are perceptive – any inferences
you make must be plausible, detailed and perceptive
 PERCEPTIVE: Being clear means you make your argument easy to understand,
which is good. Being perceptive and judicious means that you can make points
that aren't common and should be out of the box and can articulate it well in
your writing by linking it together precisely instead of just going off on a tangent
or listing your points. (Basically you need to make points and write like you
know what you're talking about) – more under the rug inferences
 Needs to be concise with minimal waffle and don’t have an imbalance between
sources A and B
 Only pick differences that you can infer – it is not great if you pick things that are
too explicit, otherwise, you can’t really infer anything from the text and you
won’t pick up the marks
 You need to pick differences that you have worked out using implicit clues
rather than explicit statements – given that this is the quote/given that this is the
difference between them, what can we infer about it?
 Judicious references with lots and lots and lots of quotes that are seamlessly
embedded into sentences
 The differences identified need to be perceptive and easily backed up –
remember you can’t analyse so you can’t make up some whacky interpretation
that will only be backed up using language analysis
 BACK IT UP with lots of evidence and synthesise a
summary that creates a sharp, direct, clear
comparison and you can do a mini thesis at the start
of each paragraph
 Aim to identify 3 differences between the texts –
paragraphs don’t need to be massive it is just: State
difference  1/2 quotes from A DETAILED
inference  comparative statement  1/2 quotes
from B detailed inference  mini conclusion at end
of paragraph
 That would constitute one paragraph/difference
 At the start of each paragraph, have a mini
introduction that CLEARLY STATES A DIFFERENCE:
(subject) is presented as (something) in source A,
whereas in source B, (subject) is presented as
(something else). Then you’d back this thesis
statement up with quotes and concise, perceptive, implicit inferences. Just tick
the box then move on – this question is designed to be VERY concise
Question 3 – 12 marks, 18 mins

 Testing AO2: Explain, comment on and analyse how writers use language and
structure to achieve effects and influence readers, using relevant subject
terminology to support your views
 Must be detailed – each quote exploded with several connotations
 Must be perceptive and makes sense – it is all well and good identifying subject
terminology like metaphors but if you don’t actually explain its true effect in a
way that is convincing, you won’t get the marks
 The underlying theme is that you need to develop a perceptive understanding if
the examiner thinks you’ve not understood it properly (i.e., you’re not getting the
right vibe or you’re going too far [like when I said that “ruler” connotes
perfection of his son]), you will not get the marks
 You can take risks with your inference but really take a step back and think, does
this make sense? Could this really be the effect that the writer wanted to have on
the reader through this metaphor/simile, etc or have I just gotten a random noun
and overanalysed it in a way that misses the intention of the writer?
 Ensure your quotes are juicy – do you imagine it being on the mark scheme as an
indicative quote, for example? If it is really thin and you had to really overthink
and overanalyse it to make sense out of it, then don’t use it
 2 PARAGRAPHS NEEDED FOR LEVEL 4 WITH EXTENDED, DETAILED,
PLAUSIBLE ANALYSIS OF LANGUAGE
 Sometimes not reading too much into things is the best thing you can do
 Stick to the question at all times, don’t get it confused with Q4
 Obviously, you need to use lots of sophisticated and ACCURATE subject
terminology (yes, nouns and verbs count but make sure to get some fancy ones
in as well like zoomorphism and metaphors etc)
 Technique-spotting is necessary but ANALYSING the EFFECTs is arguably more
important, you cant just say “simile” without an in depth (on one level, on
another level) explanation as to why it
was used
 RANGE of textual detail through quotes –
aim for 2 or 3 JUICY quotes per paragraph
from the mini part of the extract to gain
full marks on this part (small, integrated,
embedded quotations)
 Heavily talk about the effects of these
language choices with zooming in,
providing multiple interpretations
(multiple, plausible interpretations) and
linking it to other evidence.
 Impressive concepts like universal themes
can improve score
Question 4 – 16 marks, 26 mins

 Here we are comparing the perspectives through:

 AO3 – Compare writers’ ideas and perspectives, as well as how these are
conveyed across two or more texts
 So, again the word “perceptive” is cropping up in the mark scheme
 We need to compare ideas and perspectives in a perceptive (plausible,
interesting, makes sense, unique, detailed) way
 We need to back it up with a judicious range of juicy quotes from both source A
and B – lots and lots of embedded quotes
 These quotes must be analysed for language and writers’ methods using
inferences and multiple interpretations
 So, we can talk about more subtle things like adverbs, verbs and sentence
structure – but we need to implement the fancier, more complex “subject
terminology” to get into Level 4 (13-16 marks)
 You are already good at this, but ensure you are using JUICY QUOTES: i.e., do you
think it could be on the “indicative content” section on the mark scheme
 Linking it back to the writers’
feelings/attitudes/perspectives/opinions/viewpoints is what distinguishes this
from question 3 – and, obviously, here you are doing a comparison of the two
 Semantic fields and identifying patterns are OPTIMAL and are a great way of
showing perceptive analysis and getting high marks
 TONE is a great way of describing feeling and perspective and, in itself, is subject
terminology
 Again, this analysis must be detailed and making sense – otherwise it isn’t
perceptive enough
 Again, like question 3, we need to show a detailed and perceptive understanding
of the text and of the viewpoints of the writers
 If you haven’t understood the viewpoints and perspectives of the writers
properly (haven’t gotten the right vibe and the right juicy quotes) you will be
penalised
 My main problem with English is this: I am perfect at identifying writers’
methods and being able to waffle through the impacts of these methods, but
sometimes I get cocky and think that any old waffle will work as long as I back it
up – no. I need to ensure that what I’m saying is plausible and makes sense, as
this sometimes undermines the examiner’s feeling that I’ve properly understood
the text
 Don’t use any ambiguous language, make sure you have A BARE MINIMUM of 2
paragraphs where, if you were asked to describe the differences in two words “X
vs Y”, you would be able to do so. You will not be granted level 4 without clarity
and without a detailed (at least 2 paragraphs) and perceptive analysis of
viewpoint
 Maybe a mini conclusion at the end of each paragraph
 Definitely have a clear thesis statement paragraph at the beginning
 2 comparative essays in the structure: state difference  Quote source A 
technique  analysis of quote  inference  effect of quote and how it shows
 the writer’s perspective  contrasting connective  Quote source B  same
structure as source A  mini concluding statement
 At the start of every paragraph, you need a mini intro/thesis:
 (writer A) presents how he views (topic) as (something) through the use of
(method) – whereas (writer B) clearly feels (different perspective) towards
(same topic), as we can see through his use of (method)
 Basically, at the start of each paragraph, you should already be ticking off the
“compare ideas and perspectives” and “comparing methods and analysing them”
 You could then go on to select a range of judicious supporting quotes and analyse
them in detail as to how that conveys the writer’s perspectives, opinions,
feelings, attitudes towards the topic
 Use comparative language throughout like: conversely, in opposition to, on the
other hand, on the contrary, in stark contrast, etc.
 Ensure you are exploring the writers’ perspectives and not that of other
characters
Question 5

 24 marks awarded for content and organisation, in other words:

 AO5 – 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
 16 marks awarded for technical accuracy, in other words:
 AO6 – Use a range of vocabulary and sentence structures for clarity, purpose and
effect, with accurate spelling and punctuation
 I expect 16/16 on all my articles, because it is literally just vary punctuation,
ambitious vocab, good spellings, and various sentence structures. That is it
 You are given a controversial statement and asked to present your viewpoint
(aka do you agree or disagree)
 The question will set out an audience, purpose and form
 This form will definitely be an article in the 2022 summer exams
 Purpose will be to explain, advise, persuade, argue and instruct – pretty much all
of the same thing, but you need to slightly adapt your tone to fit the purpose and,
obviously, don’t deviate from the focus
 Audience will depend: if the article is for a broadsheet newspaper – PURELY
formal. If the article is for a magazine for young people – mainly formal but some
elements of informal
 You must think carefully about your audience to ensure your writing is plausible,
convincing, subtle and original
 You must also think about structure, with an introduction, conclusion, cyclical
structure etc.
Checklist for Q5

Element of Article ✔ or ❌
Suited to Form (article)

Suited to Audience – you need to think, second-guess and predict

what your audience is going to say, and then refute it

Suited to purpose

Compelling introduction with pathos, maybe imagine a world

3 main separate points

Convincing and compelling points that make the reader go: oh yeah
good point?

Ideas are complex, convincing and compelling

Heading with pun, alliteration, rhetorical question, or hyperbole that

clearly shows your viewpoint
Strapline which summarises article in one or two sentences, best to
refer directly to question via some sort of made up event

Anecdote – perhaps at beginning

Direct Address

Cyclical Structure – end links to start via same metaphor/joke/image

Expert Opinion that is credible

Adopt a persona

Provide a counterargument but soon discredit this opposition with

sarcasm (refutation)
Don’t argue both sides – HAVE A CLEAR, STRONG, CONVINCING
PERSPECTIVE
Facts and Statistics but not overused – be very careful and ask
yourself: does this strengthen my line of argument?
Pathos – shock the reader

Ethos – credibility

Logos – use logic

Emotive language is a great way to show off rhetorical devices and

provide a convincing argument

Clear and identifiable viewpoint from beginning

Coherent series of points

Each paragraph has topic sentences and discourse markers - 1 point

per paragraph to have a well-structured argument

Each paragraph links or hints to the next

Address all elements of the question

Semi-colon

Colon

Brackets

Hyphen

Ellipsis

PEE structure

Short paragraph for emphasis

Wide variety of sentence types

Short sentence after long sentence

Extensive ambitious vocabulary

Linguistic devices used plentifully (see table below this one)

Standard English

Sardonic, satirical, sarcastic humour

Be INVENTIVE with SPaG, use wide variety of sentence types,

structures, paragraph lengths and punctuation

Proofread for SPaG errors, it must be consciously crafted

Consistency in tone, style and register throughout piece – ensure you

have a clear VOICE and VIEWPOINT throughout, it should not change

Clarity is key – does the reader know what the heck you are on about?

Read question carefully again, what does it actually want you to argue
about – you can lose out on huge marks if your writing doesn’t make
sense with the question

Linguistic Devices MUST ✔ or ❌

Metaphor

Hyperbole

Repetition, Anaphora, or Epistrophe MUST

Rule of three

Direct Address

Simile

Alliteration

Emotive language/Pathos

Extended Metaphor (maybe through cyclical structure)

Imperative verbs

Rhetorical Question
Personification (e.g., hypocrisy herself)