- The writer establishes

- The writer employs

- The writer connotes
- The writer suggests
- The writer highlights
- The writer implies
- The writer symbolises
- The writer depicts
- The writer illustrates
- The writer evokes
- The writer signifies
- The writer expresses
- The writer embodies
- The writer conveys

The writer (uses) The writer (makes The writer the writer (points
clear) (presents) out)

Employs Emphasises Illustrates Indicates

Utilises Highlights Introduces Suggests

Indicates Showcases Implies

Mentions Reveals Conveys

Establishes Depicts Denotes

Portrays Connotes

Signifies

evokes

The writer :
Employs, utilities, emphasises, highlights, inticates, mentions, establishes, illustrates,
introduces, showcases, reveals, depicts, portrays, indicates, suggests, implies, conveys,
denotes, connotes, signifies, evokes
Words that mean "uses" or "utilises"
- employs
- utilises
- harnesses

Words that mean "emphasises" or "brings attention to":

- emphasises
- highlights

Words that mean "hints" or "suggests indirectly":

- indicates
- suggests
- implies
- conveys
- connotes
- insinuates

Words that mean "mentions" or "refers to":

- mentions
- references

Words that mean "establishes" or "sets forth":

- establishes
- asserts

Words that mean "illustrates" or "depicts visually":

- illustrates
- depicts
- portrays
- visualise

Words that mean "introduces" or "presents for the first time":

- introduces
- showcases
- presents

Words that mean "reveals" or "unveils":

- reveals
- discloses

Words that mean "signifies" or "represents":

- signifies
- symbolises
- exemplifies

Words that mean "evokes" or "brings to mind":

- evokes
- elicits
How does the writer structure the text to interest you as a reader?
You could write about:
What the writer focuses on at the beginning
How this changes as the extract develops
Any other structural features which interest you

Q3) Mark my GCSE ENGLISH LANGUAGE PAPER 1 Question 3 AQA based on the mark
scheme provided (Mark this out of 8 marks):

Question 3 (8 marks)
Explain, comment on, and analyse how the writer uses structure to interest the
readers, using relevant subject terminology to support your views. This question
assesses structural features at various levels - whole text, paragraph, and sentence.
The sample student’s responses here should only be used as an example of the
quality of writing for each level

Marking Criteria (AO2):

● Level 4 (7-8 marks): Shows perceptive and detailed understanding of

structural features. Analyses the effects of the writer’s choices of structural
features, selects a range of judicious examples, and makes sophisticated
and accurate use of subject terminology.

Sample Student Response (Level 4):

The source exhibits a sophisticated employment of structural shifts, particularly in

the dimensions of place, situation, and time. It initiates by providing substantial
background information on Mr. Fisher, vividly depicting his environment in both his
'small terraced house' and 'form room' at school. This establishes a comprehensive
portrayal of his character. As the narrative unfolds, it subsequently zooms in on his
contemplations concerning the teaching of creative writing, exposing a gradual
disenchantment that transpired over the years. This shift is not only evident in the
temporal domain but also spatially, as the focus oscillates between his current state
and retrospection. Phrases like 'the old days' and 'Mr Fisher remembered' herald a
flashback to a bygone era, characterized by vibrant classrooms where 'imaginations
soared'. Upon re-entering the present, the stark contrast of 'everything is now in black
and white' illuminates the extent of Mr. Fisher's disillusionment with teaching. The
meticulous orchestration of these structural shifts culminates in a powerful portrayal
of Mr. Fisher's evolving sentiments.
Marking Criteria (AO2):

● Level 3 (5-6 marks): Shows clear understanding of structural features.

Explains clearly the effects of the writer’s choices of structural features,
selects a range of relevant examples, and makes clear and accurate use of
subject terminology.

Sample Student Response (Level 3):

The source adeptly employs structural shifts to delineate Mr. Fisher's narrative. It
commences with a comprehensive backdrop of Mr. Fisher's environment,
encompassing both his residence and work space. This establishes a robust
foundation for his character. As the narrative progresses, the focus shifts towards
his contemplation of teaching creative writing, signifying a shift in emphasis. This is
further delineated through a temporal transition as the text segues into a recollection
of 'the old days'. This flashback not only provides a contextual contrast but also
accentuates Mr. Fisher's current disillusionment with teaching. The structural
elements effectively work in tandem to convey the evolution of Mr. Fisher's
sentiments.

Marking Criteria (AO2):

● Level 2 (3-4 marks): Shows some understanding and comment. Attempts to

comment on the effect of structural features, selects some appropriate
examples, and makes some use of subject terminology, mainly
appropriately.

Sample Student Response (Level 2):

The source incorporates structural shifts to illustrate Mr. Fisher's experiences. It

starts by delving into Mr. Fisher's thoughts on teaching creative writing, highlighting
his struggle to engage students. This initial emphasis subsequently transitions to a
recollection, indicated by the phrase 'Mr Fisher remembered a time'. This shift
provides a comparative view, showing how things were different in the past.

Marking Criteria (AO2):

 ● Level 1 (1-2 marks): Shows simple awareness of structural features. Offers
simple comment on the effect of structure, selects simple reference(s) or
example(s), and makes simple use of subject terminology, not always
appropriately.

Sample Student Response (Level 1):

The source begins by focusing on Mr. Fisher's reflections on the students' disinterest
in books. It then shifts to a recollection of a different time in the past, demonstrating
a contrast.

Marking Criteria (AO2):

● Level 0 (0 marks): Nothing to reward.

. My response:

at the start of the extract, the

writer begins by establishing a
third person past tense focus on
highlighting marcus's inability to
fit in and possibly be the subject
of laughter among his peers. The
writer encourages the reader to
visualise the setting by revealing
"there were a couple of girls in the
room, but they ignored him, unless
the snort of laughter he heard ...
had anything to do with him." By
using this sentence as an opening
short paragraph, the writer
immediatly engages the readers
sympathy and curiosity by
emphasising Marcus's isolation
and exclusion from his peers.
some readers may also realte to
marcus which evokes an
emotional connection captivating
the intreset and likely leavs the
reader womdering about the
reasons behind the laughter and
what will happen next.
Provide a mark out of 8 and provide relevant feedback in the form of bullet points to improve.
‫ﻛوﺛر‬
16|

GCSE ENGLISH LANGUAGE PAPER 1 Question 5 AQA based on the mark scheme
provided (40 marks -24 marks for content and organisation and 16 marks for
technical accuracy)):
Question 5
Content and organisation
AO5 Content and Organisation 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. Level Skills descriptors Level 4 19–24
marks Compelling, Convincing Communication Upper Level 4 22-24 marks Content •
Communication is convincing and compelling • Tone, style and register are assuredly
matched to purpose and audience • Extensive and ambitious vocabulary with
sustained crafting of linguistic devices Organisation • Varied and inventive use of
structural features • Writing is compelling, incorporating a range of convincing and
complex ideas • Fluently linked paragraphs with seamlessly integrated discourse
markers

write a description on in first person of a girl watching the sunset with her partner
after a bike ride (40 marks)
 1. The Market

The market roared with rage, for it now was awake from its peaceful slumber. The shops
were stuffed and vendors made the street extremely narrow, forcing people to walk in a
single file like soldiers going to battle. The deafening chaos in the market made ears split as
though standing under a giant speaker. Vendors yelled prices and frustrated housewives
angrily argued with the annoyed shopkeepers. Shops of all different species stood on either
side of the street obediently. None of them had doors. The shopkeepers knew very well that
the doors would not last long against the might, impatience, and violence of the customers.

A large, pink animal carcass hung by a hook, whilst the butcher sawed and hacked at the
flesh, sweat already dripping from his brow. Occasionally, he would swat at the flies hovering
around the meat with his blade, slicing through the air with a flash of steel. Even though the
meat was fresh, the faint stench of death hung like the carcasses themselves from the
hooks. It seems as though all of the smells in the world had come to a reunion.

Sweaty buyers skilfully wove their way through the crush by locating minute gaps between
people and squeezing through. Pickpockets hopped like rabbits in a carrot field, munching
the purses out of the many pockets of innocent buyers too busy bargaining. Experienced
visitors wore tight pants for the same reason. And a helpless woman fumbled through the
scores of bags she carried and tried to tick on a list with a pen clenched between her teeth.

As the sun warmed, the stuffy, stinking air filled with sweat and rotting fish intensified. No air
freshener could have defeated the sour, rancid smell which ruled over the cramped stalls.
Only a single woman in a pristine white dress seemed immune from the stench. As she
wove her way through the crowd, her perfume lingered and stretched its fingers tentatively
into the atmosphere, only to be swiftly overwhelmed.

As the afternoon flamed the market, an exhaustion and breathlessness silently took over the
first time visitors, but the everyday buyers proudly held on against the torture and kept
shopping. The deafening chaos in the market made ears split as though standing under a
giant speaker. Vendors yelled prices and frustrated housewives angrily argued with the
annoyed shopkeepers.
The front door, adorned with a lush wreath of evergreen.Its glossy red berries and intricately
woven pine cones. The scent of pine lingered around it, teasing the senses. Bathed in the
soft glow of twinkling lights strung around the frame, the door seemed to exude a quiet
anticipation. Upon walking in, The warm embrace of freshly baked gingerbread enveloped
the foyer, its sweet and spicy notes swirling around like a comforting hug. The lingering
aroma of cloves wafted gently, adding a touch of earthy warmth to the atmosphere, while the
unmistakable essence of cinnamon infused the air with its aromatic richness, reminiscent of
cherished holiday memories.

The Christmas tree stood proudly reaching toward the ceiling with grace, its height nearly
touching the room's peak. Its branches spread wide, like outstretched arms, a lush canopy of
deep green needles, bore the weight of glistening ornaments that caught the light and
scattered it in a dazzling display.The warm lights draped around the room exuded a soft and
inviting radiance, casting a gentle, golden glow that enveloped the space like a cosy
embrace. Delicately woven fairy lights adorned every corner, cascading from the ceiling and
adorning walls in a mesmerising display.

The Christmas table is a visual feast, with a vibrant tablecloth setting the stage. Each place
setting boasts plates, silverware, and glasses, arranged neatly, while the table's edges host
accents like flickering candles casting a warm glow and scattered ornaments adding a touch
of seasonal charm. In the centre, a beautifully roasted turkey commands attention, flanked
by an assortment of dishes—piles of creamy mashed potatoes, colourful arrays of roasted
vegetables, bowls of cranberry sauce, and trays of savoury stuffing.

Good evening everyone, today I will be addressing the importance of maintaining a

healthy lifestyle and the beneficial factors revolving around it.

As I'm sure all of you know, life is precious and something we should never take for
granted. We experience emotions sometimes incomprehensible to us. We spend
time with loved ones, we dance and we set sail on inspiring adventures. What's not
to love about life?

Maintaining a healthy lifestyle allows us to continue doing the things we love without
clear cut limitations. We are able to overcome the obstacles that may stand in our
way. Not only this, but it is said that our life span is to increase by 10% if we do so.
This means we can continue to value every hour, minute and second of our lives.
In our day to day lives at school we have PE included in our curriculum/. This time
dedicated is to both have fun and keep fit. Why must it be a struggle?

Having a balanced diet and exercising regularly would allow us to reach our full
potential in terms of athleticism, sports and mobility. We could perceive things like
PE as an hour of joy rather an hour of dread and sweat.
Maintaining a healthy lifestyle is not just beneficial for our physique but also our
mental approach to situations. Keeping this lifestyle requires dedication and hard
work and if you can do that, then this will act as motivation for you to know you have
the will power and capability to achieve any of your dreams and goals in life. You will
have a positive attitude about yourself and go about your life with a vibe of elation
and positivity.

Healthy living is significantly important and will help you without your realisation. It is
not being forced upon you but is a choice that will have major influences in the long
term. So take some time to reflect. Have you taken on the lifestyle right for you?