GET THAT GRADE 7 / 8 / 9!

UNDERSTANDING PAPER 1 AND THE SOURCE

• You will receive one source with your exam paper and questions 1 to 4 will be based around this extract.

• You must read the context box at the top of the page. This will give you some relevant information about the source to aid your understanding: the text it came from, any characters within the extract, when it is set/ was published etc.

• DO NOT include any quotations from this box in any of your answers – it is not officially part of the source.

• At the beginning of the exam, read through your source carefully and ensure you understand what it is about, what the main events are and who is involved (e.g. key characters / narrator).

Action Timing

Read Source A + Q1 5 minutes

Q2 (Language) 15 minutes

Q3 (Structure) 15 minutes

Q4 (Evaluate) 25 minutes

Q5 (Descriptive / Narrative)

45 minutes

REMEMBER: The source is unseen – we won’t

have studied it in class!

QUESTION 1 – 4 marks

①Read the focus of the question carefully.

②Using your highlighter, bracket the section of the source allocated to the question.

③You must identify 4 (no more, no less) ideas relevant to the question from the allocated section of the source.

④You can quote or paraphrase but your answers must be in full sentences.

⑤Where possible, read between the lines and infer!

REMEMBER: DO NOT copy the entire section as a quote. This doesn’t show any

skill and you’ll get 0 marks!

5 minutes

QUESTION 1 – For Example:

Read again the first part of the source, lines 1 to 3.

List four things from this part of the source about Hale.

1. Hale knew he was going to be murdered.

2. He is in Brighton.

3. He has inky fingers and bitten nails.

4. He feels out of place.

The response is written in full sentences.

The candidate has paraphrased their ideas.

QUESTION 2: Language – 8 marks①Read the focus of the question carefully. It could be in relation to character, setting,

atmosphere or idea.②Next, read through the extract and identify a language feature that the writer uses

more than once for a particular effect. Select no more than 3 examples to analyse per paragraph.

③Annotate your chosen quotations, considering connotations and layers of meaning.④Write 2 PEAE paragraphs in response to the question, creating links between a

language feature used by the writer more than once for effect in each paragraph.

SUBJECT TERMINOLOGY

Semantic Field Connotations

Adjective (Pre-modifying)

Verb (Dynamic / Modal)

Adverb Simile

Metaphor Personification

Zoomorphism Superlative

List Anaphora

Epistrophe Ambiguity

Juxtaposition Pathetic Fallacy

P – ‘In the extract, the writer uses [insert language feature] to describe / highlight / emphasise…

E – This is evident / illustrated / conveyed when the writer… (include up to 3 examples)

A - The [insert language feature] suggests / implies…Furthermore, it could also intimate…In addition, the word ‘...’ suggest / implies / conveys...

E – This would make the reader TFIU…

QUESTION 2 - Getting into PERCEPTIVEHow does the writer use language here to describe Brighton on that day?

The writer uses a semantic field of grandeur to emphasise the beauty that

Brighton possesses. This is evident when the writer uses a series of pre-

modifying adjectives and verbs which share connotations of opulence when he

describes the ‘new silver paint’ that ‘sparkled.’ The adjectives ‘new’ and ‘silver’

suggest the pristine which emanates off the environment as the pier is freshly

painted; probably one of the reasons it is so popular with the tourists. Furthermore,

‘silver’ has connotations of wealth and decadence, which presents Brighton as

more of a luxurious destination, an idea that is further reinforced by the writer’s

use of verbs when he explains how the paint ‘sparkled’ which not only shares the

same connotations as ‘silver’, but also emphasises how the paint attracts the

‘bewildered multitudes’ to Brighton, as though they are entranced by its beauty and

the draw of at day at the seaside. This would make the reader imagine Brighton as

a picturesque setting where no expense has been spared to make it desirable.

15 minutes

Demonstrates a perceptive

understanding of language.

Accurately identifies

sophisticated language features.

Selects a judicious range of

quotations.

Offers detailed analysis of

language with developed layers

of meaning.

QUESTION 3: Structure – 8 marks

①Read through the source and identify the main focus: character, setting, atmosphere, idea or object.

②Then, track how the writer introduces, develops (through a shift of focus) and concludes (through the type of ending used or a contrast) the main focus at the beginning, middle and end of the text.

③You should also identify the structural techniques used by the writer to introduce, develop and conclude the main focus.

④When considering the effect on the reader, avoid generic and clichéd responses such as ‘It makes the reader want to read on.’ BE SPECIFIC!

⑤Aim for 3 PEE paragraphs.

SUBJECT TERMINOLOGY

Beginning Middle

End Introduce

Develop Conclude

Shift of focus Zooming in / out

Inside to outside Dialogue

Contrast Foreshadowing

Flashback Time Shift

Beginning Middle

P – In the beginning / middle/ end of the text, the writer uses [insert structural technique] to introduce / develop / conclude the…E – This is evident when…E – This makes the reader…Furthermore / In addition, this could also make the reader…

15 minutes

QUESTION 3 - Getting into PERCEPTIVEHow has the writer structured the text to interest you as the reader?

The writer begins the text with a dramatic opening sentence to not only introduce the main character and

foreshadow his demise, but to also create an immediately tense atmosphere. This is evident when it says

‘Hale knew that they meant to murder him.’ This beginning is deliberately vague and forces the reader to

question who Hale really is and why somebody would want to murder him. It makes the reader question his

character as we are provided with very little information in the opening paragraph which further develops and

maintains the suspense created in the opening line. As a reader, we are made to feel almost as tense and

on-edge as Hale himself, a feeling that is juxtaposed later in the source by the atmosphere created around

the other tourists. The writer deliberately begins to text in such a dramatic yet vague manner to ensure the

reader will attempt to infer the answers to these questions as the source develops.

In the middle of the text, the writer shifts the focus from Hale to the busy yet beautiful setting. This is evident

in lines 4-15 and creates a contrast for the reader between the tension in the opening sentence and the

positive atmosphere created by the description of Brighton. This releases some of the suspense and makes

the reader feel as though the threat to Hale’s safety has lessened. However, this is also contrasted by the

writer’s repeated shifts back to Hale in lines 9-10 and 21-22 to remind the reader that although the

atmosphere has improved, Hale still feels uneasy and vulnerable, reinforcing the foreshadowing at the

beginning of the text.

At the end of the text, the writer zooms in on Hale specifically and creates a cyclical structure and leaves

the reader with the impression that Hale’s death is imminent with the final sentence in lines 37-38 when the

writer deliberately repeats ‘bitten nails’ and ‘inky fingers.’ This develops the sense of threat surrounding Hale

from the beginning of the text to its climax as though his end is near. This is further reinforced when the writer

deliberately isolates that word ‘alone’ on a line of its own at the end of the source to emphasise how there

is nothing anyone can do to save Hale; he’s completely helpless. For the reader, this continues to fulfil the

foreshadowing created at the beginning and coerces the reader into feeling sympathy towards Hale.

QUESTION 4: Evaluate – 20 marks① Read the statement carefully and identify the

key parts that you’ll be engaging with. ② Draw a bracket around the section of the source

you’ve been allocated for this question and read the bullet points - they’ll guide you to focus on certain aspects of the source.

③ Re-read this section of the source and select 4 quotations that enable you to agree or disagree with the statement. Are there any quotes which enable you to do both?

④ Next to each quote, identify your reason for choosing it. What does it convey that allows you to agree or disagree? This will be your point for each paragraph.

⑤ You need to use your skills from Q2 and Q3 here. Remember that when analysing, you MUST identify the writer’s methods!

⑥ Write 2-3 PEALE paragraphs in response to the statement. In your ‘LINK’ you can either select a quotation that supports your original opinion (Point) or you can reconsider your original quote and explore a juxtaposing interpretation.

SUBJECT TERMINOLOGY

SEE Q2 and Q3

P – I completely / partially agree / disagree with this statement as / because…

E – This is evident when…

A - The writer’s use of [insert language feature or structural technique] suggests… Furthermore, this could also imply…In addition, the writer’s use of … intimates that…

L – This idea is reinforced / later in the text when… / juxtaposed…The writer’s use of [insert language feature or structural technique] suggests…

E- This makes me agree / disagree with the statement as…

QUESTION 4 - Getting into PERCEPTIVEA student, having read this section of the text, said: “This part of the text, explaining

what Hale is doing, shows how nervous and unsafe he feels. It reminds me of the first

line.”

To what extent do you agree?

I completely agree with this statement as Hale is shown to be incredibly nervous when the

writer shifts the focus of the text to Hale’s movements and explains he ‘drank his gin and

tonic hastily as a clock struck eleven.’ The use of the adverb ‘hastily’ suggests Hale is in a

hurry to get away and doesn’t want to be in the same place for too long. This could be

because he knew ‘they meant to murder him’ which the reader is made aware of in the first

line. The use of ‘as a clock struck eleven’ further supports this idea as it is as if he is clock-

watching, making sure he doesn’t stay there too long and make himself an easy target. In

addition, the fact he is drinking ‘gin and tonic’ so early in the day could also suggest he’s

trying to calm his nerves or maybe prepare himself for what’s to come. This makes me agree

with the statement as it emphasises the true extent of Hale’s nervousness and contributes to

a sense of foreboding that makes the reader feel just as on edge as Hale himself.

25 minutes

Engages with the

statement with precise and at times perceptive

points.

Selects a range of

linked quotes

judiciously.

Accurately identifies significant

writer’s methods.

Evaluates how the writer’s use

of language and structure makes them

agree.

QUESTION 5: Descriptive – 40 marks① If you are writing a description suggested by an image, you are

not writing a story UNLESS you are asked to describe a journey.

② You need to divide the image into 6 boxes and identify at least one element per box to zoom in on and describe in detail.

③ In your opening paragraph, you should ‘zoom out’ of the image and describe something more general like the weather. Imagine you’re looking at the image from a bird’s eye view.

④ You then need to zoom in on the elements you’ve identified, seamlessly moving from one box to another using paragraphs.

⑤ Remember, the image is a stimulus. To make your writing even more engaging, infer certain ideas and describe them in detail.

⑥ In your final paragraph, you should zoom back out on your image and offer another general description, creating a contrast with the beginning.

⑦ If you are writing a description without an image (e.g. a character or a place) follow the same process by dissecting the focus over six paragraphs.

⑧ For either question, you need to write in the third person and include a good range of vocabulary, descriptive techniques, structural techniques, punctuation and sentence types, all for effect.

DESCRIPTIVETECHNIQUES

Dynamic Verbs

Adjectives

Similes Metaphors

Complex Sensory

Lists Minor

Adverbs Emotive

Personification

Zoomorphism

Semantic Field

Connotations

Extended Figurative Language

REMEMBER – You MUST plan and you MUST proof read!

DESCRIPTIVE- Getting into CONVINCING add COMPELLING

The darkness encapsulated the light, blanketing any sense of hope, as the grey

mass crept across the sky. From above, everything was silent save the water

beneath the sky.

The strong smell of salt rebelliously forced itself into every crevice, covering

every inch of the air in its thick, heavy scent. The taste of peeling paint led the

eye to the distant lighthouse, a star in the gloomy sky. Prominent and tall, the

white structure seemed to look down at the wild sea in disgust and

embarrassment; like a parent and a delinquent child.

Obediently, the sea followed the orders of the wind and danced erratically to

its tune; splashing and hurling; spraying and swirling. The wind swept across

the sea, with strength and speed that could tear the sky like a tissue.

45 minutes

Judicious range of sentence types and

starters for effect.

Ambitious vocabulary

and phrasing crafted

deliberately for effect.

Convincing crafting of figurative

language to convey

atmosphere.

Writing is compelling

and convincing.

QUESTION 5: Narrative – 40 marks① If you are writing a narrative piece, you may be asked to write a short story or just focus on the

beginning / ending.② You could also be asked to ‘describe a time when…’ Don’t be fooled by the word ‘describe’ – it’s

still a narrative task!③ If you are writing a short story, you need to plan your response following the narrative arc:

exposition, conflict, rising action, climax, falling action and resolution. You should decide how many paragraphs you intend to spend on each element in order to successfully develop your ideas so that they create a coherent plot.

④ Remember, your whole response should be approximately 8 paragraphs. That’s not a lot for a short story. Keep the focus relatively straightforward but craft your writing!

⑤ If you are asked to write the beginning or the end of a story, consider your starting point, again using the narrative arc. Will you end at the climax? Will you begin in the rising action? The choice is yours!

⑥ For either question, you need to write in either the first or second person and include a good range of vocabulary, descriptive techniques, punctuation, sentence types and structural techniques, all for effect.

NARRATIVE STRUCTURE

EXPOSITIONIntroduction to your character,

setting, atmosphere or narrator.

CONFLICTA problem or catalyst that leads to

main ‘event’ in your story.

RISING ACTIONThe build up to the main ‘event’.

This can create tension / excitement etc.

CLIMAXThe main ‘event’ that your story

has been building towards.

FALLING ACTIONA decrease in tension / excitement.

The aftermath of your main ‘event’.

RESOLUTIONThe end of your narrative. It can be

conclusive or a cliff hanger.

NARRATIVE- Getting into CONVINCING and COMPELLING

Panting, I sat down on the wet rotting wood. I had to get away from there. The

gentle whispers of the lake soothed my pounding head. Whilst calculating

what had happened in the past hour, my breath kept cutting out like a broken

engine. The ringing in my ears was like a siren and the adrenaline was still

charging through my body. The wooden pier creaked and groaned under the

weight of my shaking body.

I could never return.

Under my sleeve was a palette of bruises on the canvas of my skin, telling

a tragic story. Cigarette burns stung as I lifted off my hoody, exposing them to

the cooling air. They would heal but I would not.

45 minutes

Compelling exposition

with effective crafting of paralipsis.

Structure crafted for

effect.

Sentences crafted for

impact.

Convincing crafting of figurative language.