CMP

   –  AQA  GCSE  English  Unit  1  

   
GCSE  English  Unit  1:  Higher  
 
  C:  Clear  and   B:  Confident   A:  Sophisticated  
  consistent   and  assured   and  impressive  
 
 
Q1  –  Inference  –  What  do  you  learn/  What  do  you  understand  about…  [8  marks]    

This  will  almost  always  be  about  an  issue-­‐based  article.    

 
You  should  aim  for  3-­‐4  detailed  paragraphs,  using  Point-­‐Quote-­‐Explain  as  your  basis  but  expanding  your  
explanations  to  consider:  
 
• What  is  implied  about  the  issues?  What  is  wrong,  and  does  more  need  to  be  done?  
• What  is  the  author’s  bias  or  opinion?  What  does  their  tone  suggest?  
• Are  there  any  alternative  interpretations/  different  layers  of  meaning?  
 
 
Q2  –  Explain  how  the  headline  &  picture  are  effective  and  how  they  link  to  text.  [8  marks]  

Make  sure  you  understand  the  purpose  and  bias  of  the  article  before  you  start  answering  the  question!    

You  should  use  quotations  from  the  main  article  to  support  your  points  and  should  aim  to  write  3-­‐4  paragraphs.  

Headline:  What  techniques  have  been  used?  (Look  out  for  alliteration,  play  on  words  or  double-­‐meanings).  
How  does  it  link  to  what  the  article  is  about,  and  how  does  it  support  the  author’s  bias?  Is  there  any  humour  
or  other  techniques  to  appeal  to  the  reader?  (remember  the  GAP)  
 
Picture:  Analyse  what  has  been  included  in  the  image  and  what  this  makes  the  reader  think  or  feel.  Which  
parts  of  the  article  does  this  illustrate?  Why  is  it  interesting?  If  the  picture  is  ambiguous  or  unusual,  how  
does  the  article  help  to  explain  it?    

Q3  –  Inference  –  Explain  the  thoughts  and  feelings  the  writer  has…  [8  marks]  

This  will  almost  always  be  about  a  first-­‐person  account,  often  an  extract  from  an  autobiography.    
 
You  should  aim  for  3-­‐4  detailed  paragraphs,  using  Point-­‐Quote-­‐Explain  as  your  basis  but  expanding  your  
explanations  to  consider:  
 
• How  do  their  feelings  change  over  the  course  of  the  article?  It  is  often  helpful  to  choose  quotations  
from  the  beginning,  middle  and  end  of  the  piece  to  show  some  contrast.  
• What  do  their  actions  reveal  about  their  thoughts?  
• Is  there  a  disconnect  between  what  they  say  aloud  and  what  they  seem  to  be  thinking?  
 
 
If  there  is  more  than  one  character  in  the  story,  remember  to  read  the  question  carefully  and  only  answer  about  the  
person  the  examiner  has  asked  for.  
Q3  –  Compare  the  ways  in  which  language  is  used  in  two  texts.  [16  marks]  

You  need  to  identify,  quote  and  explain  the  language  features,  while  comparing  the  two  sources.    
 
You  should  aim  to  write  three  big  comparison  paragraphs,  using  the  formula:  
 
Technique  –  Quote  –  Explain  
               COMPARE  WITH  SOURCE  2   x3  
Technique  –  Quote  –  Explain    
 
An  exemplar  paragraph  is  below.  Note  the  detail  of  the  explanation:  
 
Source 1 has used a simile to describe the beach: “the sand was white like icing sugar”. This helps the reader to imagine
how pure and white the beach would look as it had been bleached white by the sun. The choice of ‘sugar’ is also a positive
comparison, which makes the reader envious and want to visit. The use of descriptive techniques here is typical of a travel
writing piece. On the other hand, Source 2 also uses a simile, but for different reasons. For example “the barred
windows make the school feel like a prison”. This time the simile has negative connotations and makes the reader feel
uneasy, and suggests that the author disagrees with what the authorities are doing. This supports the intention of the
article, which is to evoke sympathy in the reader and raise awareness of the conditions in Iran.
 

Q5  –  Write  to  describe,  inform  or  explain  [16  marks]  

For  descriptive  writing  you  should  use  SHAMPOOS:

S  -­‐  Similes   P  -­‐  Personification  

H  –  Hyperbole  (exaggeration)   O  -­‐  Onomatopoeia  
A  –  Adjectives,  Adverbs  and  Alliteration   O  –  Oxymorons  (opposites  -­‐  not  essential  if  you  find  
M  -­‐  Metaphors   them  confusing)  

 
For  inform  or  explain  you  can  also  use:  
   
Facts  and  statistics   Examples  
Bullet  points   Imperative  verbs  
Anecdotes   Who,  what,  where,  when…  
Direct  address  (‘You  should  do..’   Technical/  expert  language
 
 
You  get  25%  of  the  marks  for  paragraphing,  punctuation,  spelling  and  grammar,  so  try  to  include  a  correct  semi-­‐
colon  in  your  first  paragraph  and  proof-­‐read  your  work  for  spellings  and  apostrophes.  
 
Q6  –  Write  to  persuade  or  argue  [24  marks]  

You  MUST  complete  this  question,  as  it  carries  30%  of  the  marks.  Time  management  is  key!!!!!!!!!  

My  class  have  been  taught  to  use  FEARRR;  other  teachers  might  use  AFOREST,  FAT  HORSE,  etc.  Either  is  fine:

F  –  Facts  and  statistics  (you  are  allowed  to  make  these   R  –  Rhetorical  Questions  
up  so  long  as  it  seems  plausible!)   R  –  Rule  of  three  
E  –  Emotive  language   R  –  Repetition  
A  –  Adjectives,  Adverbs  and  Alliteration  
 
If  you  are  asked  to  argue  then  remember  to  cover  both  sides  of  the  argument  using  connectives.  
 
Again,  you  get  25%  of  the  marks  for  paragraphing,  punctuation,  spelling  and  grammar.