English Language

Paper 2

Writers’ Viewpoints and Perspectives

Exam Guide

Name:_____________________

Class:______________________

Reading Source A and Source B

Read both sources first. Read

them carefully and stay focused.

Read them both again. This time:

Highlight interesting/powerful words and

phrases.

Annotate any devices or techniques that

you spot.

Remember: Q1-4 are reading questions. It is

important that you read and understand both

sources. Visualise what you are reading.

15

minutes

Question 1: True or False?

Success Criteria: Read the question very carefully

Focus on the specified source and lines

Read the statements very carefully

Give four answers

Shade the box

Top Tips:

If struggling, eliminate the ones you know are definitely

incorrect.

Make sure that the meaning of the statement is the same

as the meaning of the source- sometimes they will try

and trick you with vocabulary.

4 minutes

Question 2: Summarise…

Underline what the question is asking you to do.

What is it asking you to summarise?

Identify at least two differences/similarities.

Write a paragraph about each

difference/similarity (depending on what the

question is asking you to do).

Structure each paragraph like this:

A key difference is……

In Source A it states ‘……’

Which implies that…

Whereas in Source B it states ‘……’

Which suggests that……

Difference/

Similarity

Quote(s) from

Source A

Inference

Quote(s) from

Source B

Inference

Question 2: Example Answer

A key difference is the girls’ clothing. In source A

the girl’s clothes are more expensive as she

wears ’gold encrusted buttons’ and has a ‘lace

collar’ suggesting that she has excess money to

spend on unnecessary luxuries. Whereas in

Source B the girl’s clothing is more basic, as she

wears a ‘torn cotton t-shirt’ and ‘plimsolls’,

implying that appearance is not as important to

her, just functionality.

Another key difference is their attitude

towards education. In Source A, the girl is less

concerned about education as she ‘has a mound of

disorganised and incomplete assignments’ and she

‘laughs off’ warnings from her butler, implying that

due to her lavish lifestyle, she sees education as

unnecessary because she already has everything she

wants. Whereas in Source B the girl prioritises her

education more as she ‘meticulously timetables her

homework’ and there are ‘mountains of drafted and

redrafted essays’ on her floor, suggesting that she is

more determined to succeed, perhaps because unlike

the girl in Source A, she has to work harder in order

to succeed and has more determination.

Top Tips:

Use comparatives to show the difference: more, less, richer, poorer, smarter, colder….

To gain the highest marks, you must give perceptive

inferences: what does the language actually suggest?

Include multiple, short and snappy quotations from both

sources.

Difference/

Similarity

Quote(s) from

Source A

Inference

Quote(s) from

Source B

Inference

Question 3: Language Analysis

Underline the key words in the question: source,

line numbers, focus.

Pick at least 4 language features (powerful

words/phrases, devices, sentence forms).

Choose wisely, as you will have limited time.

12

minutes

Question 3: Success Criteria:

Explore a range of techniques

Use subject terminology

Use precise/relevant quotations to support ideas

Explain effects of language in detail.

Write about each language feature you have identified

using the following writing frames:

The author writes, “…”

A technique used here is….

This shows….This makes the

reader feel…

Quote

Technique

Effect

The writer uses (insert

technique)to describe the ___

For example, “…”.

The (insert ST) “…” has

connotations of… This

suggests/makes the reader…

This idea is developed by…

Technique

Quote

Effect Zoom in

Connotations

More ST

Link to another

quote/

technique

Top Tip: Use these phrases to explain the

effects of the language:

• This creates the

impression…

• This makes the reader feel…

• …has connotations of ….

• This paints a picture…

• This emphasises the …

• This highlights…..

Top Tip:

Consider the

connotations of

words when you

explain the effect

Question 3: Example Answers

Grade 4:

The writer describes the coal tip as a

‘killer with a rotten heart’. This

personification makes the reader feel that

the tip is like a murderer that is creeping up on the

children in the school. The writer also uses the

phrase ‘inching ominously’. This adverb makes the

reader realise that the tip is creeping up to them.

Grade 9:

The writer makes effective use of

personification to single out coal tip

number 7 as a ‘killer with a rotten heart’.

Here, the emotive adjective ‘rotten’ creates

the impression of a malevolent being. This is

because ‘rotten’ can have several

connotations, but all of them are negative. For

example, it makes a link for the reader with

decay, death, but just as importantly, is

suggestive of evil intent. It is as if it sets out

to deliberately kill the children. This is further

added to by a verb phrase ‘inching ominously’ which

suggests on- going movement, slow, imperceptible but

inevitable and the adverb, ‘ominously’ forewarns of

the disaster to come. The writer appears to draw on

conventions of the horror genre to pull the reader

into his account – it has a clear villain and set of

victims.

Technique

Quote

Effect Zoom in

Connotations

More ST

Link to

another

quote/

technique

Quote

Technique

Effect

Question 4: Comparison

Success Criteria:

Make POINTS about the writer’s

viewpoint

Give EVIDENCE to prove this

Identify the METHODS/DEVICES the

writer is using.

EXPLAIN what this shows about the

writer’s view/intentions

COMPARE with the other source.

16 minutes

Question 4- Quick Plan:

What is the viewpoint of each writer? What does each

writer think/feel/believe, etc? Make a quick plan:

Source A: Writer’s

Viewpoint

Source B: Writer’s

Viewpoint

He believes….

He thinks….

He believes….

He thinks….

Now make a quick plan for comparing:

What’s different or similar about the writers’ views?

What’s different/similar about their methods /devices?

Question 4: Suggested writing frame

In source A the writer’s viewpoint is….

For example it says ‘……’

The writer uses (method/subject term/ device)

which suggests….

Clearly the writer is showing/trying to….

By contrast, in Source B the writer’s viewpoint is

different/similar because….

For example it says ‘……’

The writer uses (method/subject term/ device) which suggests…

Clearly the writer is showing/trying to….

This is different/similar to source A because…

Comparative Connectives Connectives to show similarity

Similarly

Equally

Likewise

As with

Like

In the same way

Both

Connectives to show difference

Whereas

On the other hand

Instead of

Alternatively

Unlike

However

In contrast

Top Tip:

Try to include more than one quotation to support your point.

Explain all quotations.

Really zoom in on the quotation.

Remember subject terminology.

Use comparatives and connectives to compare the sources/writers

Viewpoint

Quote

Effect Zoom in

Connotations

ST/Methods

Compare

Question 4:Getting Grades 6-9

To get the higher marks, you need to:

Compare viewpoints and compare the methods

Identify if/why the viewpoint of the writer

changes in a source

Insert more comparative phrases and

connectives as you go to compare the

sources/writers.

Comment on advanced methods: sarcasm, tone,

etc.

Use regular short snappy quotations to support

your ideas.

Explain how the perspective (when or where they

are writing) impacts on their viewpoint.

Top Tip:

Choose quotations/views/methods from both sources that you

can easily compare. E.g. In Source A the writer uses anthropomorphism by referring to the

elephant using the proper noun ‘Annie’, implying that he wants the reader

to recognise her human qualities and emotions. Similarly, in Source B the

writer uses the pronoun ‘he’ to refer to the rat, but this time implying

that he feels guilt for what he is about to do.

Question 4: Example Answers

Grade 3-4

In source A, the writer is shocked and saddened by what

happened. He describes the events as a ‘disaster’ and gives

the impression that the village is a dark and dangerous place.

In comparison, in source B the writer is worried about more

serious earthquakes happening in the future. One method he

uses is a rhetorical question when he asks: ‘who can say what

strange trial ... may await us?’ suggesting this kind of

disaster or worse might happen again.

Grade 8-9

The writer of source A seems dispassionate at first as he

paints the picture of gloomy, isolated Aberfan as it lies ‘tucked away’ from sight

and mind. The verb ‘tucked’ is more usually associated with being tucked up in

bed and tends to have more positive connotations of safety and warmth. But

here, the writer uses it differently, perhaps to imply complacency. He

reinforces this view when he creates the sense of a malevolent ‘killer’ stalking

its victims. He sees this disaster as ‘cruel’ and a ‘shame’ on ‘God and man’. This

time, the emotive connotations of ‘shame’ link with God to suggest a biblical

connection as with the shaming of sinners. In contrast, the writer of Source B

mocks the idea of the earthquake, which seems so minor it was hardly noticed in

London. One method he uses is exaggeration where he describes the incident

out of all proportion, with the Midlands for example, where it merely ‘broke

crockery’. The reference to broken crockery is hardly momentous yet through

it, the writer cleverly understates the threat at this point, something he

escalates later in his report when he asks the rhetorical question: ‘who can say

what strange trial ... may await us?’ Here the reference to ‘trial’ reveals the

writer’s view of the potential dangers a future earthquake might bring. Just as

a defendant is put on trial for life, so he seems to imply that next time a similar

earthquake might lead to loss of lives and so should be taken more seriously.

Perhaps the writer of source B is able to use a more sarcastic, mocking tone

because it was a superficial disaster; whereas in Source A a more mournful tone

is used because lives were lost and the writer believes that this kind of disaster

shouldn’t occur in the twenty-first century.

Viewpoint

Quote

Effect

Zoom in

Connotations

ST/Methods

Compare

Question 5: Point of view writing.

Read the question and underline the:

Form

Audience

Purpose

Statement

10 minutes: Create a spider diagram of ideas. Surround your

ideas with examples/reasons.

Top Tip:

Number your ideas. Each idea will become a paragraph.

Try to think carefully about the order of your ideas; try to get

each paragraph to flow on logically to the next one.

Group similar ideas into one paragraph.

10 minutes

planning

35 minutes

writing

Once you have decided what each paragraph will be about,

and the order you will write them in, you are ready to

begin.

Success Criteria:

AO5 - Content

Make sure you communicate ideas clearly

Use a range of language devices appropriately

Match the tone, register and style of your writing to the

purpose, audience and form.

Use a range of sophisticated vocabulary.

AO5 - Organisation

Ensure ideas are relevant and engaging

Use paragraphs accurately (TiPToP)

Link ideas/paragraphs

Use a range of discourse markers

Use a variety of structural features – for example: a hook; a one

sentence paragraph; a conclusion

AO6 – Technical Accuracy

Use ambitious vocabulary throughout

Use a range of punctuation accurately

e.g. . , ; : ? ! “” - … ()

Use a range of sentence forms

e.g. Simple/Compound/Complex

Accurately spell a range of vocabulary including more complex

words

Use Standard English - i.e. avoid informal language and slang.

There are a range of forms that you might be asked

to write in:

Letter

Article

Text for a speech

Text for a leaflet

Essay

The exam board gives the following instructions for

each form:

Question 5: Writing an introduction:

Remember that this is the first thing that the examiner

reads, and so it needs to have instant impact on them.

Recipe for intro:

Hook the reader with persuasive devices

Establish your viewpoint (do you agree or disagree?)

Clearly explain what the topic or issue is about

For example:

How did you get here today? Bicycle? Run? Or, like billions of others across the globe,

did you jump into a gas guzzler which belched out noxious fumes? It concerns me that

the majority of you would admit to the latter; so many of us opt for convenience over

the environment. I believe that it is up to our generation to make the change.

You are then ready to write your other paragraphs using your

plan. There are a range of ways that you can structure your

paragraphs.

Option 1: OREO Paragraphs

Opinion: In my opinion, we damage the

environment using transport.

Reason: I think this because the petrol used by

vehicles damages the environment and atmosphere.

Example: This is clearly shown by how many people

drove a car into work today. Just imagine all of those

toxic gasses floating up into the atmosphere.

Opinion: It is certain to me that this needs to

change.

Phrases for giving your

opinion:

In my opinion…

I believe that….

It is certain to me that….

It’s my firm belief that….

Phrases for giving your

reason:

My reason for believing this

is….

I think this because….

Some people think this

because….

Phrases for giving

examples:

For example, …..

Just imagine….

To prove this….

This is clearly shown by….

Option 2: Perfect Paragraphs

1. Start with clear, topic sentence to introduce your point.

2. Use evidence/research to support your point.

3. Explain specific benefit/disadvantage based on the evidence.

4. Use imagery to make your point even clearer.

5. Finish by using a call to action (asking the reader to do something)

Or…A rhetorical question (to leave a point in the reader’s mind)

6. LINK to next paragraph

E.g.

The benefits of a traffic free zone outside school are clear. Recent research has shown that once cars are banned, up to 70% of parents walk with their children to school’ (UK Gov., 2012). This would be incredibly beneficial to our children’s health. Instead of schools full of obese, wheezing, unhealthy children a simple daily walk could create a generation that is healthy, fit and alert. This is why I am asking you to contact our local council and ask them to create a ‘Traffic Free Zone’ outside our school; the benefits would be immeasurable.

Top Tip:

Make your writing unique- the examiner will read hundreds so

it’s important that you show creativity with your approach.

Fully develop your ideas. Use imperatives to make your

reader imagine a scenario, use personal experience or real-life

examples to illustrate your point of view.

Question 5: The conclusion:

Avoid just summarising points already made

What do you want the reader to do/ think/

believe/consider as a result of your writing?

What needs to happen next? What might happen if

you are ignored?

Make some kind of link back to the start.

End with something thought-provoking.

Remember: you must use a range of connectives to link

and sequence your ideas:

You may also find the following discourse markers useful

for linking and developing your ideas:

Remember to use a range of devices in your writing. The

following may be particularly useful:

Personal Pronouns

E.g. Can we really afford to ignore the damage we are doing to our planet? Our

Home?

Imperative Verbs

E.g. Stop throwing rubbish away; recycle your waste and save our planet.

Alliteration

E.g. Careless consumers continuously throw cardboard and other recyclables

into the bin.

Facts

E.g. The amount of pollution we release into the atmosphere is growing every

year.

Opinions

E.g. Personally, I think that it is totally unacceptable.

Rhetorical questions

E.g. Can we justify having lights on when we are not in a room?

Repetition

E.g. Pollution surrounds our homes; it surrounds our schools; it’s slowly, but

surely, surrounding our planet.

Emotive Language

E.g. Our planet is dying under the weight of this suffocating pollution.

Statistics

E.g. 90% of our rubbish could have been recycled.

Simile:

E.g. Due to our carelessness, the icecaps are melting like ice creams on a hot

summer’s day.

List of Three:

E.g. Make a change: pick up litter, recycle your waste and take shorter

showers.

Top Tip:

There are a whole range of devices you can use: metaphors,

sarcasm, humour, juxtaposition, plosives, sibilance,

onomatopoeia, personification…. What’s important is that you

select devices to achieve specific effects.

It’s important that you use a range of punctuation

in your writing.

Full stop . indicates that a sentence has finished

Comma , indicates a slight pause in a sentence,

separates clauses in a complex sentence

and items in a list Question

mark ? goes at the end of a question

Exclamation mark !

goes at the end of a dramatic sentence to

show surprise or shock

Apostrophe ‘ shows that letter(s) have been left out or

indicates possession Speech

marks “” indicate direct speech, the exact words

spoken or being quoted

Colon : introduces a list, a statement or a quote in

a sentence

Semicolon ; separates two sentences that are related

and of equal importance Dash /

hyphen - separates extra information from the main

clause by holding words apart

Brackets ( ) can be used like dashes, they separate off

extra information from the main clause

Ellipsis … to show a passage of time, to hook the

reader in and create suspense

Mark Scheme for Q5

Grade 7-9:

AO5: Content: compelling, convincing, complex ideas.

Devices: a range of devices for specific effects

Structure: varied, inventive, engaging

Organization: fluent paragraphs, variety of integrated discourse markers

AO6: Sentence separation: consistently accurate

Punctuation: wide range, high level of accuracy

Sentence forms: types and lengths used for effect

Spelling: high level of accuracy

Vocabulary: ambitious and extensive

Grade 5-6:

AO5: Content: consistently clear, engaging

Devices: a range of devices used for effect

Structure: engaging, developed

Organization: linked paragraphs, connecting words/phrases

AO6: Sentence separation: mostly secure and accurate

Punctuation: wide range, mostly successfully

Sentence forms: variety used for effect

Spelling: generally accurate

Vocabulary: increasingly sophisticated

Grade 3-4:

AO5: Content: mostly successful, developed, some control and relevant ideas

Devices: Some devices are used for effect

Structure: Uses paragraphs

Organization: linked ideas, some connectives

AO6: Sentence separation: mostly secure, sometimes accurate

Punctuation: Some control of a range

Sentence Forms: attempts a variety of sentence lengths and structures

Spelling: Some accurate spelling of complex words

Vocabulary: A range, varied

Grade 1-2

AO5: Content: simple and limited ideas

Devices: Simple vocabulary and devices

Structure: Random paragraphs

Organization: Some basic connectives

AO6: Sentence separation: sometimes accurate

Punctuation: Some accurate full stops & capital letters

Sentence forms: simple range

Spelling: accurate spelling of basic words

Vocabulary: simple

Question 5: Example Answer