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English Language Paper 1 Section -

Notes

Timings and Order

Question 1

2 mins
4 marks

Question 3

20 mins (7 mins reading + planning, 13 mins writing)

8 marks

Question 2

13 mins (3 mins planning, 10 mins writing)

8 marks

Question 4

25 mins (5 mins reading, 20 mins writing)

20 marks

Question 5

45 mins (10 min plan, 25 min write, 10 min check)

40 marks
YOU CANNOT GET LESS THAN 40 MINS, YOU WONT DO WELL, TAKE LESS TIME ON
Q2

AIM TO START Q4 AFTER 30-35 MINS OF THE STARTING

TIME – THIS IS DIDACTIC

In other words, if you start at 08:45, start Q4 at 9:20

READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Question 1

Timing: 2 mins

Marks available: 4

AO1: - Identify and interpret explicit and implicit information and ……

…………...ideas
- Select and synthesise evidence from different texts

General Tips:

 Locate 4 specific pieces of information and write them down using specific
quotations or paraphrasing
 The information may be surface meaning (explicit) or implied meaning (implicit)
 Use line references – only look at section specified
 Ensure all points are different (don’t say the same thing in different ways)
 Read carefully for implied meaning on more challenging questions
 Expect 4/4 in 2-3 mins
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Question 2

Timing: 13 mins (2 min plan + 11 min write)

Marks Available: 8 marks

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

General Tips:

 Refer to language throughout your answer – try to use ambitious and subject-
relevant terminology (use this table)
 Use the specified lines only
 Highlight the 3 things you will talk about – aim for 2 extremely-detailed
paragraphs with several points each
 Short, precise and judicious quotations from the text must be used loads
 Identify LINGUISTIC techniques being used – explaining how they are effective
and why they were used and what effect they have on the reader to convey that
specific point
 Use PETAL: Point Evidence Technique Analysis of effect Link to question
 Multiple interpretations
 What is the writer trying to get reader to feel, imagine and think?
 Don’t spend too much time on this question, PLEASE. Just 2 good-enough
perceptive paragraphs, and you’re done. Its at the expense of more important
things like Section B
 As MUCH as its tempting to do LOADS on Q2, please only spend around 10-12
mins on it, it aint worth the marks luv


Marked Responses:

Steinbeck Q2
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Question 3 Read Q4 to give you an overall

idea about what the
theme/purpose of the extract is.
Timing: 20 mins (5 mins plan + 15 mins write)

Marks Available: 8 marks

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

General Tips:

 Identify a structural technique (table below)

 Use A LOT of textual references to provide evidence and prove your point but do
not analyse any words
 Explain the effect of that structural technique in a way that is specific to the text
(and not just a vague response like – it makes us want to read on)
 Vagueness and lack of specificity was one of my main problems in my
assessment of Q3. Also, some of the points I was making weren’t valid so I
needed to read the extract more thoroughly so I gained a better understanding of
what happened. My understanding was very shallow so the “effects” part was
vague and slightly incorrect
 UNDERSTANDING what the extract is about and the writer’s message is the
PRIORITY – ensuring to read the box at the top
 Explain how that structural technique affects the reader
 Talk about the extract as a whole, referencing beginning, middle and end a lot
 When comparing paragraphs or sections of the text, always talk about
juxtaposition – this is particularly useful in cyclical structure
 Heavily talk about the effects of those structural techniques on the reader and
how these effects bring about interest
 Best approach is chronologically go through it (in the beginning, later…)
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

STRUCTURAL TECHNIQUES

1) Chronological/ non-chronological order

2) Does he begin with setting, character or action?

3) Change/shift in focus

4) Repetition

5) First sentence and last sentence

6) Patterns (e.g., repetition, listing, contrast)

7) Shift in perspective (e.g., from describing setting to describing character)

8) Juxtaposition

9) Shifts through time (past to present)/Tense change

10)Tonal change or atmospheric change

11) Foreshadowing

12) Zoom in/Zoom out

13) Cyclical structure

14) Sudden or gradual introduction of new characters

15) Dialogue/lack thereof

16) Other sudden or gradual changes

17) Contrast between beginning, middle and end

18) Interior vs Exterior

19) Analepsis (flashback)

20) Prolepsis (flashforward)

21) Use of dialogue (direct or indirect speech?)

22) Narrative voice

23) The main idea is to contrast and compare different parts of the extract
Useful Vocab
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 Disequilibrium – tension
 Equilibrium – tranquillity/lack of tension
 False equilibrium – seems calm but turns out to be fake
 Vicarious – experiencing someone else’s life through the words
 Omniscient/Limited narrator
 Digression – steering away or off-tracking from the main topic to create
suspense and make us imagine something worse
 Exposition, Climax and Denouement – beginning, middle and end of a novel
respectively

Examples of “effects” of structural techniques

 If there is a “zoom-in” on a character and how they’ve got weaponry on them, for
example, that could be to instil fear, tension, suspense
 Writers often shift the focus away from the main plot and digress from details
(this could be by analepsis, prolepsis or a shift in focus) to build suspense and
provoke the reader to ask questions
 If there is exterior and interior structure – if interior and exterior are the
same, it could be to almost surround and overwhelm the reader with the
particular emotion; if different, it could be to create a structural contrast
 Cyclical structure is always used to structurally contrast the beginning and end
– this can have a range of effects that you need to waffle about
 Sudden introduction of dialogue, to overwhelm, to create tension – sometimes
to make something seem more familiar and conversational, and then juxtapose
this with a complete lack of dialogue to convey this speechless, tense atmosphere
 Sudden shift in tone to structurally contrast, to shock the reader, etc. (this is
very easy to detect and write about)

Question 4
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Timing: 25 mins (5 mins plan + 20 mins write)

Marks Available: 20 marks

AO4: - To evaluate texts critically and support this with appropriate textual references

General Notes:

 Always agree with the statement – but state to what extent you agree
 You can write about any method the writer has used, as long as you feel that the
method has created the impression you are writing about – so long as it backs up
the statement, you can use structure or language or both
 Write evaluative phrases like “successfully”, “shockingly”, “disturbingly”,
“impressively”, “to a certain extent”
 UNLIKE PAPER 2 Q4, THERE ARE CERTAIN LINES TO FOLLOW – usually from
“line x to the end”
 Definitely have 3 separate paragraphs, with a few quotes per paragraph to prove
the points you are making
 Similarly, to question 2, you must explain the effect of the technique (language or
structural) you are writing about and why they chose that specific technique for
a certain purpose
 Have a mini thesis statement that explains the extent of your agreement with the
statement (use ‘I certainly agree that…’ and then summarise the points you’re
going to make)
 Try to state the writer’s name
 It is best that, to prove you are being critical, you provide a counter argument
where you can use words like “however, perhaps the writer undermines this…”
or “in contrast, the writer may be insinuating…” – ensure this is only ONE
paragraph out of your 3 and ensure that you state “to a certain extent” in your
thesis. Still, you must agree to the statement. According to the Nov 2019
examiners report, you don’t NEED a counterargument, but it is recommended
 If you cannot find a counterargument that is SUCCESSFUL and CONVINCING
(don’t just scavage for some random, not-properly-backed-up one), then your
next paragraph can say “however, while the latter was quite convincing, what I
believed to be most powerful was…” – that way you are still covering the
“critical” and “evaluative” boxes because, although you’re not providing a
counterargument, you’re evaluating and prioritising the different points – which
is a high-level skill
 Also, state what parts are the “most successful/most convincing”
 Tentative language
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Question 5
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Timing: 45 mins

Marks Available: 40 marks (24 marks for content & organisation + 16 marks for
technical accuracy)

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 (24 marks)

AO6: - Candidates must use a range of vocabulary and sentence structures for clarity
purpose and effect with accurate spelling and punctuation (16 marks)

General Notes:

 Start the story with in medias res (in the middle of the action)
 Olfactory imagery (and sensory imagery in general) is a great way of describing a
setting
 Use ambitious vocabulary everywhere and use lots of figurative language and
high-level linguistic and structural techniques
 Vary paragraph length (examiners, before even reading your work, can tell
whether you’ve done this or not)
 Vary sentence length (single sentence for effect, compound and complex)
 Vary punctuation: question marks, semi-colon, colon, brackets and hyphens
 Use language techniques writers used in Section A (I AM SOAP, etc.). For
example, you should really be using structural features like flashback, circular
structure or zooming in + language features.
 When it’s a descriptive piece, do ¾ description and ¼ plot – DO NOT OVERDO
PLOT
 Use lots of proper nouns to evoke place (e.g., instead of “street” use Westborough
Boulevard)
 Avoid using Year 7-esque language and cliches
 Don’t use a formulaic approach, ensure it is original and creative
 Technical accuracy is ensuring there is a balance of lack of mistakes and
ambitious technical skills
 Show, don’t tell. Be very stingy with actual plot details and leave much open for
interpretation. Build suspense by not revealing too much information about the
character or the situation
 Subtlety is the BEST thing. One of the best ways to implement this is showing and
not telling. Include highly-emotive vocabulary but without much happening in
the plot
 Keep stopping to review your work – consciously craft it don’t just write for the
full 45mins. Ensure it is convincing and compelling
 Avoid onomatopoeia

Punctuation Variety

1) Semi-colon  used to link 2 related sentences together or to form a list

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- For example, “This building is broken; it is old”. These two sentences must be
independent from one another and related in some way. For example, “I was
very confused; I had no idea where to go”
- They can separate components in a list when there are and’s or commas
involved
- Semi-colons can be used instead of but, because, and, or, as to introduce
variety – do not use in conjunction with connectives.
2) Colon  used to explain something in more detail or to identify a set of things
explicitly
- For example, “Maria only wanted the best from life: a home, a family and a
career.”
- For example, “Maria still had one important quality: hope”
3) Brackets – you know already
4) Hyphens – you know already
5) Question marks used rhetorically
6) Avoid using exclamation marks or ellipsis

Checklist for Q5
READ QUESTIONS PROPERLY DON’T DO THE SAME MISTAKE TWICE; READ BOX AND QS

Element of Piece ✔ or ❌
In medias res

Olfactory Imagery

Other sensory imagery (e.g., touch or aural)

Ambitious, high-level vocab in every paragraph – but don’t overdo it

Varying paragraph length (including short paragraph for effect)

Varying punctuation: question marks, semi-colon, colon, brackets and

hyphens

Varying sentence type (simple, compound, complex)

Varying sentence openers (i.e., don’t always start with the subject)

Figurative language techniques (personification, metaphor, simile,

alliteration, symbolism)
Structural techniques (analepsis, zooming in and zooming out, shift in
focus, cyclical, shift in tone)

Some sort of repetition or cyclicity to bring it all together

Lack of Year 7-esque language and cliches

SPaG up to scratch

Show don’t tell – is very subtle and suspenseful without revealing too
much information

Consciously crafted, makes sense, easy to follow and convincing

Includes a perfect balance of description and narrative (highlight)

Coherent and cohesive

Sometimes the coherence is undermined by too much complex

vocabulary – have some ambitious elements but add some
straightforward aspects.

2-3 pages long with quality writing that is compelling

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Character description is consistent throughout and you have a clear

idea of who that character is and what their backstory is

Clarity, clarity, clarity

 Some ideas for stories:

 (1) The hide and seek story where Lucian looks for Abigail but finds her dead
 (2) The desert – I am excellent at describing the desert
 (3) “Silence.” As a separate paragraph at the beginning and a separate
paragraph at the end to create a cyclical structure – I’m actually really
obsessed with this, it is so versatile and convincing and ticks off so many boxes
for the examiner, it is lovely, USE IT!