Welcome Back – Spring is almost

here!
• I hope you had some time away from screens and revision

• Only two weeks of homeschooling to go!

• A Level Literature – any feedback?

MOCKS:
• Language Paper 2
• Literature – Macbeth and Unseen
Late August, given heavy rain and sun
For a full week, the blackberries would ripen. Plot/Character?
At first, just one, a glossy purple clot
Theme?
Among others, red, green, hard as a knot.
You ate that first one and its flesh was sweet Language?
Like thickened wine: summer's blood was in it Verbs?
Leaving stains upon the tongue and lust for Imagery?
Picking. Then red ones inked up and that hunger Senses?
Sent us out with milk cans, pea tins, jam-pots Alliteration?
Where briars scratched and wet grass bleached our boots. Semantic fields?
Round hayfields, cornfields and potato-drills Tone/Mood?
We trekked and picked until the cans were full, Structural
Until the tinkling bottom had been covered
features?
With green ones, and on top big dark blobs burned
Like a plate of eyes. Our hands were peppered Verses/rhyme?
With thorn pricks, our palms sticky as Bluebeard's.

We hoarded the fresh berries in the byre.

Let’s get started with an Unseen
poem. This is ‘Blackberry Picking’
by Seamus Heaney (1966).
But when the bath was filled we found a fur,
A rat-grey fungus, glutting on our cache.
The juice was stinking too. Once off the bush
The fruit fermented, the sweet flesh would turn sour.
I always felt like crying. It wasn't fair
That all the lovely canfuls smelt of rot.
Each year I hoped they'd keep, knew they would not.
ENGLISH LANGUAGE PAPER 2 | NOVEMBER 2017

Ragged School
Paper 2 Timings – 1 hour ENGLISH LANGUAGE PAPER 2 | NOVEMBER 2017

10 mins to read BOTH sources

2 mins Q1
13 mins Q2 summary
Ragged School
15 mins Q3 language
20 mins Q4 compare
QUESTION 2
Use details from both sources to write a summary of the differences between the
behaviour of the children at the two schools.
Marks: 8
AO: AO1
• Identify and interpret explicit (obvious) and implicit (less obvious) information and ideas
• Select and synthesise (combine) evidence (quotes) from different texts
Timing: approx. 10-15 mins
Length: approx. 20-30 lines of an exam paper
Pattern: Point > Quote > Infer
Remember: This does not involve AO2 techniques at all. The key is to eliminate material that is not
relevant to the question.

AO1 content may include ideas such as: INFERENCE

• The difference in their manners EVIDENCE
• The difference in their relationships with teachers NO TECHNIQUES
• The difference in their levels of discipline
• The difference in their motivation
• The difference in their attitude to authority.
QUESTION 2 Useful quotes as evidence

TEXT A TEXT B
• each child…said ‘Hello,’ brightly • tumbling and bawling up the stairs
• reading, writing, discussing • swore most horribly
• solving problems…working at the computers • rushed from the school
• bright-eyed and keen • at war
• read with clarity and expression • a large stone passing my ear
• spoke…with enthusiasm and confidence • a brick in his hand
• budding little philosophers • to have his revenge
• two girls…quarrelled
• yelling most fearfully
• they fought like furies
• fearful outbreak
• unruly

Remember: it is only the children’s behaviour that is relevant. There is no expectation that students will have
the time to be comprehensive in their answers. Select and combine the best evidence of differences.
QUESTION 2 Pattern: Point > Quote > Infer

This pattern allows you to build sentences that show you are summarising effectively.
Remember to try and combine evidence from both texts, if you can.

Example
The primary school pupils behave respectfully and enthusiastically, as shown in the cheerful
greeting each child offers, saying ‘‘Hello,’ brightly’ to the Inspector. The students behave
politely to both teachers and visitors, unlike the students in the ragged school who appear to
resent the authority of their teacher and behave violently towards him. One of the boys
‘swore most horribly and rushed from the school,’ demonstrating his rudeness and disregard
for the school rules.

Tip
You can see in this example that the student uses two quotes as evidence – one from Text A
and one from Text B. But it is the quality of inference that places this in the top band. The
student demonstrates that they can select apt evidence and show that they understand
precisely what the quotes convey about the difference in the children’s behaviour.
QUESTION 2 Pattern: Point > Quote > Infer
Now writ
e your ow
This pattern allows you to build sentences that show you are s u
summarising
m n piece o
mary resp effectively.
onse. f the
Remember to try and combine evidence from both texts, if you can.

Example
The primary school pupils behave respectfully and enthusiastically, as shown in the cheerful
greeting each child offers, saying ‘‘Hello,’ brightly’ to the Inspector. The students behave
politely to both teachers and visitors, unlike the students in the ragged school who appear to
resent the authority of their teacher and behave violently towards him. One of the boys
‘swore most horribly and rushed from the school,’ demonstrating his rudeness and disregard
for the school rules.

Tip
You can see in this example that the student uses two quotes as evidence – one from Text A
and one from Text B. But it is the quality of inference that places this in the top band. The
student demonstrates that they can select apt evidence and show that they understand
precisely what the quotes convey about the difference in the children’s behaviour.
QUESTION 3
How does the writer use language to describe Sister Brendan? (Source A lines 11-27)
Marks: 12
AO: AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and
influence readers, using relevant subject terminology to support their views
Timing: approx. 15 mins
Length: approx. 30-40 lines of an exam paper
Pattern: Technique/Theme > Quote > Impact
Remember: You don’t have to use this pattern slavishly. Vary the order as you see fit.

Over to you: In the chat, can we

have one dazzling idea from each
of you?
QUESTION 3
How does the writer use language to describe Sister Brendan?
Marks: 12
AO: AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and
influence readers, using relevant subject terminology to support their views
Timing: approx. 15 mins
Now, write your own response:
Length: approx. 30-40 lines of an exam paper • 15 mins
Pattern: Technique/Theme > Quote > Impact • Range of apt quotes as
Remember: You don’t have to use this pattern slavishly. Vary the order as you see fit. evidence.
• It’s the quality of inference that
AO2 content may include the effect of language such as: elevates answers to the top.
• use of single syllable/short adjectives: ‘tiny…dark…sharp’ • Identify technical terms in
• use of simile: ‘like a small hungry blackbird’ passing so the emphasis is on
precise analysis
• use of verbs: ‘fluttering…chattering…chuckling’ • Show you can perceptively
• use of metaphor: ‘the queen bee’ understand how the writer
• use of light imagery: ‘glittering…shining…glint’ communicates information
• use of adjectives: ‘thin-cheeked…small cold hand… sharp little beak’ about Sister Brendan to us
• any other words or phrases of interest.
 Amend your response with anything you
QUESTION 3 Pattern: Technique/Theme > Quote > Impact have missed, in terms of style.
This pattern allows you to build sentences that show you are analysing language effectively.
Remember impact is more important than technique – that is how you show understanding.
Example
The writer describes Sister Brendan as an enthusiastic, excitable guide ‘fluttering along the corridors,’
suggesting the flapping, hopping movement of a bird. This bird-like effect links to the metaphor of the
‘hungry blackbird out for the early worm’ creating the image of a fierce-minded, shrewd head teacher,
who despite her small size, has a keen appetite for the ‘worm’ – the inspector. The string of short or
single syllable words - ‘sharp little beak of a nose’ and ‘tiny, dark, darting eyes’ - suggests a constant,
restless movement as she surveys the school. The assonance in ‘sharp’, ‘dark’ and ‘darting’ hints at
something more aggressive about Sister Brendan, creating almost a sinister figure, although this is
contrasted with her cheerful ‘chattering and chuckling,’ implying the writer isn’t very sure about his
formidable host.
Tip
You can see in this example that the student uses numerous apt quotes as evidence. But it is the quality
of inference that places this in the top band. It’s notable that although there are four technical terms
used, this is not why it is a top band passage. The student demonstrates that they can select apt
evidence and show that they understand precisely what the quotes convey about Sister Brendan.
Wed
• Unseen
• Q4

FRI – Unseen, Paper 2B

HW reread Macbeth, watch Globe, watch BBC iplayer

Next week – Macbeth relationships

QUESTION 4
Compare how the writers convey their different attitudes to the two schools.
Marks: 16
AO: AO3
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two texts
Timing: approx. 20 mins
Length: approx. 40-50 lines of an exam paper
Pattern: Perspective (attitude) > Quote > Technique > Compare
Remember: Writers’ perspectives are vital. Make sure perspectives are forefronted. Everything
else follows from that.
AO3 content may include the comparison of ideas such as:
• their sense of hope and educational inspiration
• their position and sense of responsibility
• their levels of expectation
• their educational priorities
• their personal emotional response

And comment on methods such as:

• structural opening – both setting the scene to create contrast or emphasis
• structural ending – emotive, either hopeful or despairing
• whole text structure – both chronological accounts
• narrative perspective - first person, either impersonal or personal
• tone – either cheerful, amused and objective or agonised, intimate and serious,
• language features – superlatives, hyperbole, irony, adverbs etc
• figurative language – metaphors, similes, symbolism etc
QUESTION 4 Pattern: Perspective (attitude) > Quote > Technique > Compare (and repeat)
This pattern allows you to build sentences/paragraphs that show you are comparing
perspectives/attitudes as well as integrating apt quotes and commenting on techniques.
Remember to show you are comparing you need to use words like whereas/unlike/in contrast/but….
Example
Structurally, both texts open with a view of the surrounding area: ‘derelict’ in Source A and ‘squalid’ in
Source B, thereby establishing the challenges facing the schools from the outset, but giving Phinn the
opportunity later to contrast and highlight the achievements of the school despite the disadvantages.
However, Phinn’s perspective is that of a visiting observer, whereas the writer of Source B is daily risking
injury to teach students whom he feels are metaphorically ‘at war’ with him. The adverbs ‘viciously’ and
‘fearfully’ extend the imagery of school as a war zone. In contrast, Phinn’s tone is admiring in his
comparison of the school to a ‘hive of activity’ reinforcing his view of the industrious and harmonious
community of ‘busy bodies’, suggesting he sees the school as inspiring and hopeful, unlike the master
who uses a short, bleak sentence to express his pessimistic view of the future: ‘It is a forlorn hope.’
Tip
The student uses numerous apt quotes as evidence. But it is the quality of inference and comparison
that places this in the top band. It’s notable that although there are four technical terms used, this is
not why it is a top band passage. The student demonstrates that they can identify and compare the
writers’ perspectives/attitudes as well as comment on technique.