english language paper 1: section a explorations in...

Explorations in Creative Writing and Reading

• You should spend about 10 minutes reading the extract and questions before you begin to write up your answers.

• You will have one hour to read and answer questions on 1 fiction text.• You will have to answer four questions on the reading section.• You will have to answer one question on the writing section.

Question Marks Focus Timing

1 4 List four things you learn. 4

2 8 Analysis of language 12

3 8 Analysis of structure. 12

4 20 Evaluate 20

5 40 Writing a narrative or writing to describe 45

English Language – Paper 1: Section A

Explorations in Creative Writing and Reading

• You should spend about __ minutes reading the extracts and questions before you begin to write up your answers.

• You will have ______ to read and answer questions on __ fiction text.• You will have to answer _____ questions on the _________ section.• You will have to answer _____ question on the _________ section.

Question Marks Focus Timing

1

2

3

4

5

English Language – Paper 1: Section A

Qu1: Kes1) Read through the

entire text. 2) Next to each

paragraph, using no more than 5words, record a summary of each section.

Read again source A, from lines ____ to _____.

List four things from this part of the text about ______________________________________.

[4 marks]

AO1

• Identify and interpret explicit and implicit information and ideas

• Select and synthesise evidence from different texts.

• Identify FOUR pieces of information. (These can be FOUR relevant quotations.)

• Focus SOLELY on the lines indicated.• Make sure your answer the focus of the question.

ArguingLost

DustbinBird

Read again source A, from lines 4 to 7.

List four things that Billy does in this part of the source.

[4 marks]

he broke from between them

he went out (through the kitchen)

he went to the dustbin

he yanked the lid off

he peered down

he reached down

his fingers felt lightly (amongst the rubbish)

he stopped feeling

he straightened up

he held the bird in his hand.

How confident are you with each question? Write a sentence to explain why

underneath.

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Do Now: Choose four terms from the list below to complete your Bingo card.

repetition metaphor

verbs power of three

Complex sentence simple sentence

simile exaggeration

adjectives adverbs

lists noun

Qu2: Language KES

Read your extract: Can you find any examples of the techniques above in your extract? Be careful

some are placed there to trick you!

Extension: What do the words make you think about the dead bird and Billy’s inspection?

2. Look in detail at this extract from lines 8 to 16

How does the writer use language here to describe the dead bird and Billy’s inspection of it?

You could (MUST) include the writer’s choice of:

• words and phrases

• language features and techniques

• sentence forms

He carried it into the kitchen and stood with his back to the living-room door to inspect it. Brown eyes open. Glass eyes. Curved beak ajar, tongue just visible in the slit. Head lolling downwards, swinging whichever way he turned it to brush away the dust and ashes from the feathers. Blowing the feathers clean, raising them with his breath, then smoothing them gently into place with his fingers. He opened one wing like a fan, and on the underside of it, slowly drew a finger down the primaries, down to the body, as though the wing was a feathered instrument, its note too soft for human hearing. He refolded the wing carefully across its back, then carried it through to the living-room.

Skill descriptors

7-8 • Analyses the effect of the writer’s choice of language

• Selects a judicious range of textual detail

• Sophisticated and accurate use of subject terminology

5-6 • Explain clearly the writer’s choice of language

• Range of relevant integrated quotes

• Clear use of subject terminology

3-4 • Attempts to comment on language

• Some appropriate textual detail

• Some subject terminology

1-2 • Simple comment on language• Simple textual detail• Simple use of subject

terminology

Qu2 Language

Examiner is looking for:

Subject terminology

Evidence What can I infer?What does it suggest?

Alternative interpretations

Language Technique

Words and Phrase

SentenceForms

Example answer

The writer uses a short sentence to describe the birds ‘Brown eyes open.’ This could suggest to the reader that Billy is trying to digest the information that the bird is dead. Furthermore, the second simple sentence to describe the bird’s ‘Glass eyes’ reinforces that he is in a state of shockas the adjective ‘glass’ suggests that the eyes of the bird are still shiny but are now lifeless and glazed over. Additionally, it could also suggest that the bird is fragile like a piece of glass that is easily broken.

Billy’s inspection of the bird shows his tenderness through the use of the adverbs ‘carefully’ and ‘gently’ which reinforces the idea of something being delicate and that should be taken care of.

This links to the simile ‘one wing like a fan’ which suggests the bird if easily broken as fans are often made from delicate material which evokes a feeling of sadness for Billy and his loss.

Billy is also described as ‘blowing’ and ‘smoothing’ the bird’s feathers which again shows his gentle actions even though the bird is dead. The verbs remind the reader of a mother’s concerned actions when she would be ‘smoothing’ out problems. However, Billy cannot do this.

Skill descriptors











terminology

Example answer

The writer uses language to describe the bird. The bird has ‘Glass eyes.’ The adjective ‘glass’ shows how its eyes have no movement.

The writer also describes how Billy holds the bird ‘gently’ and ‘carefully’.

Skill descriptors











terminology


underneath.

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What clues are AQA giving you on the ‘Insert’?

What clues are AQA giving you in the summary box?

Qu 3: Structure KESYou now need to think about the whole of the Source.

This is taken from the end of the novel. How has the writer structured the text to interest you as a reader?

• What the writer focuses on at the beginning

• How and why the writer changes the focus

• Any other structural features that interest you

Marks Skill descriptors

7-8 marks

• Analysis of the writer’s structure of the text.

• Selects a judicious range of textual detail.• Makes accurate use of subject terminology.

5-6 marks

• Explain clearly the effect of the writer’s structure of the text.

• Selects a range of relevant textual detail.• Makes clear use of subject terminology.

3-4 marks

• Attempts to comment on structure.• Selects some appropriate textual detail.• Some use of subject terminology.

1-2 marks

• Simple comment on structure.• Simple textual detail.• Simple use of subject terminology.

What are the keywords in the question? What is the examiner asking you to do?

You now need to think about the whole of the Source. The is taken from the end of the novel. How has the writer structured the text to interest you as a reader? What the writer focuses on at

the beginningHow and why the writer

changes the focusAny other structural features

that interest you

What does the writer focus your attention on at the beginning?Why did AQA start here?

What is significant about this section?

Model: In the opening section, the writer immediately wishes to show the reader how some family circumstances without money and, more importantly, without good adult role models, are cruel environments for young people to grow up in.

Hines initially focusses the reader’s attention on the aggressive tone of Billy’s questions towards his step brother “What you done wi’ it?” and on Jud’s curt and aggressive response “It’s in t’bin.” We are focussed on the potential for physical violence to follow this angry dialogue.

The writer also focusses our attention on the lack of sophistication in this family when Billy “broke from between them” (Jud and mother) and searched the bin with bare hands. A dramatic poignant moment occurs with the discovery of the dead bird and we sympathise with Billy and discover the softer, caring, sensitive side of his nature. This juxtaposes against all the aggression shown previously.

How and why does the focus of the extract change?

• How does the writer change the focus? Why?

• What does the writer want you (the reader) to realise about Billy?

• What does the writer want you (the reader) to realise about the relationship between Billy and the bird?

• What does the writer want you (the reader) to realise about how his upbringing has/could have affected him?

• How does the writer want to make you (the reader) feel?


In lines 17-40, the focus moves (zooms out) from Billy examining the bird to the interaction between Billy, his adult step-brother and his mother. Hines shows us the failing family - Billy’s mother showing a little bit of sympathy “it’s a shame, love” but falling short of showing enough sensitivity towards him “but it’s done now….nowt we can do about it”. She falls short as a mother and Jud as a stepbrother. He is only concerned about his “ten quid”. Hines shows us the ever-present undertone of violence “Gi’ him some fist!”




• What does the writer want you (the reader) to realise about the relationship between Billy and Jud?

• What does the writer want you (the reader) to realise about how his upbringing has/could have affected him?



In lines 45-47, Hines moves our focus into seeing the family feud between Billy and Jud erupt into a very unsophisticated boxing match between them “grasp him by the hair”, “Billy swayed”, “with a quick duck Jud flicked him over the head”.

With the addition of “screaming” and “crying”, Hines is now allowing us to see the family members (and families like them) at their very worst. The reader is now clearly shown that this is an unsuitable environment for any child to be raised in; all the more upsetting because we have earlier seen how caring and sensitive Billy can be. In this section, the reader is able to see that Billy’s chances of having a better life are not being supported at home.

Why did AQA stop here? What is significant about this section?



• What does the writer want you (the reader) to realise about the relationship between Billy and the bird? Billy and Jud?


Finally, Hines ends the extract by zooming out to the characters having a brawl. The simple sentence on line 48 is used to highlight the instantaneous reaction of Jud and Billy’s mum when ‘They both went for him’. Hines wants to make the reader feel a sense of disgust towards both characters, who, as elders, should be offering support, comfort and guidance in Billy’s time of need. By juxtaposing their violence and lack of parenting skills with Billy’s vulnerability, the reader also wonders how Billy has adopted this compassionate nature (as evidenced in lines 8-16) if all he is presented with is apathy or aggression at home.However, Hines then zooms in on Billy’s character and his outburst of emotion when he bangs ‘both doors behind him’ in temper. Hines does this to show that Billy is alone. Furthermore, Hines wants to leave the reader curious to know who Billy will confide in and how he will cope with the grief.


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Qu 4 eValuate Kes

To explore requirements for question 4

To begin to evaluate texts critically by selecting appropriate quotations

Top Tips

• 20 marks• AT LEAST 20

MINUTES• The text is a skilful

piece of writing• ALWAYS BE

POSITIVE ABOUT THE TEXT!

Examination Skill

What do I think or feel...?

How does the writer make me feel/think about thesethings?

How successfully does he or she do it?

Qu 4- Evaluate KES

Focus this part of your answer on the second half of the Source from line 17 to the end. A student said, ‘This part of the text where we learn about the poor relationship between Billy and his family explodes into inevitable violence.’

To what extent do you agree? In your response, you could: • consider your own impressions of his poor relationship with his

family • evaluate how the writer creates a sense of inevitable violence • support your response with references to the text.

How to evaluate

We are shocked/surprised by…

This is successful because… The writer makes the character seem…

The writer makes me dislike/like this character because

This works because…

This is effective because…

To some extent I agree…

To a great extent I agree…

To a some extent I disagree…

We are tackling the two aspects of the statement –

• What you think about Billy’s poor relationship with his family.• Highlight a quotation that shows Billy has a poor relationship (E.g. bad

parenting/lack of guidance) with his family.• Challenge: Highlight a quotation that suggests that the family relationship is normal

or stereotypical.

• What you think about the violence being inevitable.• Highlight a quotation that shows violence was inevitable/unavoidable.• Challenge: Highlight a quotation that suggests that violence was avoidable.

How to approach question 4:

Consider what you think or feel about the character or event specified in the question – poor relationship between Billy and his family and the inevitable violence.

Identify the language feature/keyword does the writer uses to help you feel and begin explaining what they show using evaluative sentence stems.

Explain how effectively the writer uses this language feature using the evaluativesentence stems.

Find your quote to back up your ideas.

1

2

3

4

I agree to a great extent that the relationship between Billy and his

family is poor.

Firstly, I think Billy’s mum is very apathetic when she

demands that he

‘Take it away from t’tablethen, Billy.’

Hines’ use of imperative verb ‘Take’ in conjunction with the proper noun ‘Billy’ is successful in revealing Billy’s mother’s lack of emotional support as she doesn’t try to comfort her son, but insensitively continues to drink her ‘tea’. This makes

the reader dislike her character as we see her damaging parenting skills and how

they juxtapose with Billy’s sensitive plea for help.

Furthermore, Hines effectively uses repetition of ‘Take it away’ to further emphasise how Billy doesn’t get the support he deserves from his mother after Jud’s cruel actions. As we read

this dialogue, we feel that she is unconcerned with Billy’s grief and it just trying to pacify him so she can

read her ‘magazine’ in peace.

Have they…?

This student gives their views about Billy.

The student gives their views about the family.

This student has relevant quotation to support their ideas.

This student has identified techniques that the writer has used. (Language/Structure)

This students has commented on the effectiveness of these techniques.

One thing they’ve done well:

One thing that they need to do:

Paper One Reflection

QuestionOne

QuestionTwo

Question Three

Question Four

Question Five

What was expected of you in this question?

How many marks did you receive in your mock?

Content:SPAG:

How do you feelabout your score?

Next Steps:

Revision for paper one skills will be beginning at lunch on a Tuesday.

english language paper 1: section a explorations in...

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