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PiXL Independence

English Language – Student Booklet KS4

AQA Style Contents:

I. Multiple Choice Quizzes – 10 credits per set II. Sentence Chains – 20 credits per set III. Breaking down the question – 10 credits each IV. Assessment Objectives – 20 credits per set V. Academic Reading – 80 credits VI. Further Reading – 50 credits each VII. Exam Style Questions – 100 credits per section

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I. Multiple Choice Questions

These questions cover a range of skills which you will use in the language examinations.

10 credits for each set of 10 questions answered.

Language 1

1. ‘The sun has got his hat on’ is an example of:

a. Simile b. Metaphor c. Onomatopoeia d. Personification

2. Which is the correct spelling?

a. Accommodate b. Acommodate c. Accomodate d. Acomodate

3. Which of these is not a genre of fiction?

a. romance b. travel writing c. crime d. thriller

4. Which of these is a structural feature?

a. character b. semi-‐colons c. connective d. fore-‐shadowing

5. Which of these devices is persuasive?

a. simile b. personification c. rhetorical question d. Volta

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6. Which punctuation is correct?

a. “O! Don’t cut my throat, sir,” I pleaded in terror. b. “O! Don’t cut my throat, sir” I pleaded in terror. c. “O! Dont cut my throat, sir,” I pleaded in terror. d. “O! Don’t cut my throat, sir, I pleaded in terror.”

7. What type of sentence is this: I took the advice.

a. complex b. descriptive c. interrogative d. simple

8. Which word-‐classes are necessary for a full sentence?

a. subject, verb, object b. subject, verb c. object, verb d. article, object


a. Unfortunately b. Unfortunetely c. Unfortunatly d. Unfortunetly

10. Which is not a synonym for ‘fool’?

a. ignoramus b. clown c. card d. muppet

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Language 2 1. ‘Misty marshes’ is an example of:

a. Onomatopoeia b. Plosives c. Alliteration d. Simile


a. Arguement b. Arguument c. Argument d. Argeument

3. Which of these is a non-‐fiction genre?

a. report b. sci-‐fi c. detective d. romance

4. Which of these is not a structural device?

a. dialogue b. change of focus c. definite article d. climax

5. Which of these is a persuasive device?

a. dialogue b. emotive language c. sibilance d. verbs

6. What punctuation is this a definition for: employed to link two sentences?

a. comma b. exclamation mark c. dash d. semi-‐colon

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7. What type of sentence is this: ‘I want to be a good dancer.’

a. declarative b. imperative c. interrogative d. exclamatory

8. What is the word class of the word ‘dancer’ in the sentence above?

a. verb b. connective c. adverb d. noun


a. Truly b. Truely c. Truley d. Trueley

10. Which of these is an antonym of the word ‘obscure’?

a. ambiguous b. equivocal c. obvious d. nebulous

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Language 3 1. ‘The sky was just a row of long angry red lines and dense black lines intermixed’ is an

example of:

a. Pathetic fallacy b. Personification c. Characterisation d. Assonance


a. Beggining b. Begining c. Beginning d. Begginning

3. In which text would you expect to see writing in columns?

a. novel b. newspaper c. report d. travel writing

4. Which of these is not a structural feature?

a. paragraphing b. foreshadowing c. scene changes d. vocabulary

5. Which of these is not an example of a statistic:

a. 75.3% of 16 – 64 year olds are employed b. there are 65,648,100 people in the United Kingdom c. many people think Darcey Bussell is a great ballerina d. The proportion of adults who said they drink alcohol is at its lowest level

since 2005

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6. Which sentence should not have a ? Question mark at the end?

a. How old are you? b. When did the children complete their homework so quickly before? c. There are only three punctuation marks with which to end a sentence? d. Will Luke pass his driving test?

7. Which of these sentences is interrogative?

a. Please sit down b. I want to be a champion at Brazilian Jiu Jitsu c. That jet ski is too dangerous to ride d. Why are there so many choices

8. Which of these words is not a determiner?

a. Sentence b. Some c. This d. A

9. Which is the correct spelling for a human muscle?

a. Tonge b. Tongue c. Tounge d. Toungue

10. Which homonym is used correctly?

a. Their house is a very fine house b. There petals are swollen c. The clothes pegs are they’re d. There own money

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Language 4 1. ‘Nancy whacked the cricket ball.’ is an example of:

a. Idiom b. Analogy c. Rhetorical question d. Onomatopoeia


a. Business b. Buisness c. Bussines d. Buissness

3. A story told in a series of letters is:

a. ecclesiastical b. emotive c. chicken-‐shed literature d. epistolary

4. In which of these would you expect to see dialogue?

a. newspaper article b. play c. magazine column d. blog

5. Which is not an example of apposition?

a. Benjamin, their eldest child, is very creative. b. The shower room, the smallest room in the building, was filthy. c. The kitchen table was smaller than the dining room one. d. The snug, the comfiest room, was too small.

6. What punctuation identifies the dependant clause?

a. semi-‐colon b. comma c. dash d. full stop

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7. Identify the active sentence:

a. Mary gave Joe a ring. b. A ring was given to Joe by Mary. c. Joe was in receipt of a ring from Mary. d. I would consider Janet for the job.

8. Identify the preposition in this sentence: Alexander was made to laugh by the

people.

a. Alexander b. was c. to d. by


a. Tommorow b. Tommorrow c. Tomorow d. Tomorrow

10. Which is an example of an irregular verb?

a. be b. laugh c. play d. enjoy

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Language 5 1. ‘Keep warm’ is an example of:

a. Imperative b. Alliteration c. Emotive language d. Fact


a. Completly b. Compeletly c. Compeletely d. Completely

3. ‘Fiction referencing fiction’ is a definition of:

a. allusion b. euphemism c. intertextuality d. juxtaposition

4. ‘Frailty, thy name is woman.’ Expresses a recurring idea of disgust for women in the

play Hamlet. This is known as a:

a. allusion b. myth c. pun d. motif

5. In which of these would you not expect to see hyperbole?

a. a speech persuading you to give money b. a news report c. a novel about a revolution d. a flyer about cancer research

6. Natalie and Charles each have a dog. Which is the correct use of apostrophe?

a. Natalie and Charles’ dog b. The children’s dog c. Natalie’s and Charles’ dogs d. Natalie’s and Charles’ dog

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7. In which adverbial phrase sentence is the punctuation used correctly?

a. Marshall turned right, when he reached the crossing. b. When he reached the crossing, Marshall turned right. c. Marshall turned right when he reached the crossing. d. When Marshall reached the crossing he turned right.

8. Which of the following sentences does not use a reflexive pronoun?

a. He injured himself messing about on a skateboard b. They need to take care of themselves while out in the open ocean. c. I can enjoy the film with you. d. I will look after myself while travelling.


a. Seperate b. Separate c. Seperete d. Saparate

10. Which of the following words describes a text that is concerned with existence?

a. determinate b. luminous c. existential d. indolent

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Exam Focus 1. Which topics are covered on Paper 1 language?

a. 20th or 21st century fiction reading and creative writing b. 19th century and either 20th or 21st century non-‐fiction reading and

transactional writing c. 20th or 21st century fiction reading and transactional writing d. 19th century and either 20th or 21st century non-‐fiction reading and

imaginative writing 2. Which topics are covered on Paper 2 language?

a. 20th or 21st century fiction reading and creative writing b. 19th century and either 20th or 21st century fiction reading and transactional

writing c. 20th or 21st century fiction reading and transactional writing d. 19th century and either 20th or 21st century fiction reading and imaginative

writing 3. How many marks are available for Q3 on Paper 2?

a. 16 b. 8 c. 4 d. 12

4. How many marks are available for Q3 on Paper 1?

a. 20 b. 8 c. 4 d. 12

5. How many texts do you need to write about in Paper 2 Q4?

a. 2 b. 4 c. 8 d. 3

6. How many marks are available for organisation and content in Q5 Paper 1 and Paper 2?

a. 30 b. 28 c. 16 d. 24

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7. How many marks are available for technical accuracy in Q5 Paper 1 and Paper 2? a. 14 b. 8 c. 6 d. 16

8. Which Assessment Objectives are assessed in Paper 1 section A?

a. AO1, AO2, AO4 b. AO2, AO3, AO4 c. AO1, AO3, AO4 d. AO1, AO2, AO3

9. Which Assessment Objectives are assessed in Paper 2 section A?

a. AO1, AO2, AO4 b. AO2, AO3, AO4 c. AO1, AO3, AO4 d. AO1, AO2, AO3

10. What are the two separated elements of AO2 that are both assessed in Paper 1?

a. Language and technical accuracy b. Critical evaluation and explicit information c. Language and structure d. Implicit information and comparison of perspectives

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Spellings 1. Which is the correct spelling?

a. Embaras b. Embarras c. Embarass d. Embarrass


a. Fluoresent b. Fluorescent c. Fluorecent d. Flouresent


a. Glamorous b. Glamourous c. Glamourus d. Glamorus


a. Idyosincrasy b. Idiosyncracy c. Idiosyncrasy d. Idiocyncrasy


a. Occurrence b. Ocurrence c. Occurence d. Occurrence


a. Neccessary b. Neccesary c. Necesary d. Necessary

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a. Propoganda b. Propogonda c. Propaganda d. Propagonda


a. Noticeable b. Noticable c. Noticeble d. Noticible


a. Posesion b. Posession c. Possesion d. Possession


a. Resistence b. Resisstence c. Ressistance d. Resistance

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II. Sentence Chains

There are 10 sentences, with five tasks per sentence. Rewrite the sentence piece by piece until it is increasingly more ‘effective’. The tasks increase in difficulty.

20 credits per completed set.

Example sentence chain below:

The tiger ran quickly through the dark forest.

i. Identify and label – Two nouns A preposition An adjective A verb and an adverb

Example

noun verb adverb preposition adjective noun

The tiger ran quickly through the dark forest.

ii. Rewrite the sentence replacing the ‘simple’ verb and adverb and the adjective with more ‘expressive’, powerful or complex words

Example: THE TIGER MOVED SILENTLY THROUGH THE FROZEN FOREST.

iii. Add a descriptive metaphor or simile.

Example: LIKE DEATH’S SHADOW, THE TIGER MOVED SILENTLY THROUGH THE FROZEN FOREST.

iv. Rewrite the sentence so it is in the present tense and bring the adverb and/or the preposition to the front of the sentence.

Example: MOVING SILENTLY THROUGH THE FROZEN FOREST IS THE TIGER; LIKE DEATH’S DARK SHADOW.

(note: When the sentence is ‘reconstructed’ punctuation and syntax can change or be added.)

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v. Explain how and why this might be more effective?

Example: The simile gives the reader an indication of the tiger’s purpose. It anthropomorphizes the tiger’s nature into a kind of intentional malice and personifies the horror and fear of death in the animal. The alliteration creates a harsh image of relentless stalking footsteps. The present tense creates a sense of immediacy as if anything could happen, and also tension because it is happening now. Moving is a subtle non-‐expositional verb; it is up to the reader’s imagination to picture the tiger, while silently is an effective adverb because it creates almost an oxymoron and certainly adds to the feeling of danger and menace.

To improve the sentence further I would change the simile to something less clichéd. The new construction feels a little ‘archaic’ or old-‐fashioned. I would put the tiger noun nearer the front of the sentence for clarity. I might also use a synonym for ‘tiger’ or ‘forest’ like ‘Big Cat’ or ‘Jungle Canopy’.

SENTENCE CHAINS

1. I shot the sheriff, but I didn’t shoot the deputy i. Identify and label –

Two verbs

Two nouns

One conjunction

ii. Re-‐write the sentence adding descriptive adjectives to the nouns iii. Add a descriptive setting/location iv. Re-‐write the sentence as speech including speech marks and speaker’s name and

powerful verb for how the sentence is spoken v. How else might the sentence be written? Rearrange the sentence in three

different ways.

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2. It’s silly to beleive in fairies i. Identify and label –

An adjective

The misspelt word

A plural noun

ii. Replace the ‘simple’ adjective with a more powerful one. iii. Add two adjectives which hint at jealousy to describe the fairies iv. Re-‐write the sentence with an adverb or verb to begin. v. What effect does this have on the power of the sentence?

3. Immediately, we saw the door was shut. i. Identify and label –

The adverb

A noun

ii. Change the verb ‘saw’ for a more powerful one and the adverb to suit the changed verb.

iii. Add an expressive adjective. iv. Re-‐write the sentence three times with different tone: delighted, angry, fearful. v. Identify a ‘genre’ to each of the three sentences you have written.

4. The queen addressed the people. i. Make this simple sentence into a compound sentence then identify and label

both parts. ii. Add an adverb to the original sentence. iii. Give some colour to ‘the people’ with adjectival description, making this a

complex sentence. iv. Re-‐write the sentence using the verb at the beginning and adding more impact

by the queen on the people. v. Explain how and why this might be more effective.

5. My cat watches television. i. Extend the sentence by adding a dependent clause and the appropriate commas

for punctuation. ii. Add a conjunction or semi-‐colon and another simple sentence. iii. Add a location. iv. Begin the sentence with an adverb. v. Use emotive language to make the reader feel sorry for the cat.

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6. The lonely fish swam beneath the coral. i. Add a three-‐point list to the description of the fish. ii. Use an adjective to describe the coral. iii. Add a rhetorical question. iv. Add a statistic about the destruction of the fish supplies in the seas. v. Where might we read this writing?

7. Her dog bit my dog.

i. Change the pronouns for proper nouns with adjectives. ii. Put an adverb at the beginning of the sentence. iii. Re-‐write the sentence to use direct address. iv. Change the sentence to read as speech and punctuate properly. V. Add hyperbole

8. The angry Romans destroyed Carthage. i. Change the adjective to be more emotive i. Add a metaphor or a simile ii. Change the sentence to a future tense and a question iii. Research what a newspaper ‘lede’ is. iv. Write the sentence as a ‘lede’

9. Now is the winter of our discontent.

i. Re-‐write the sentence to a past tense ii. Re-‐write the sentence as a rhetorical question iii. Re-‐write the sentence so that it is not ‘metaphorical’ iv. Re-‐write the sentence as a popular magazine lede. v. Explain how this is effective

10. The film producer has denied all allegations of assault. i. Change the sentence to the present tense with two adjectives and an adverb ii. Add a ‘quote’ and punctuate iii. Add a statistic iv. Add hyperbole and rewrite as a personal diary or journal entry v. Rewrite the diary entry as a short newspaper report

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III. Breaking Down the Questions

Paper 1

10 credits each

Write 3 tasks and three skills you will use in each question:

Eg question 1:

1. Tasks: check what you are looking for; highlight words/phrases that are relevant in the section; write whole sentences

Skills: identify explicit information; interpret implied information; write succinctly

Help for 2: 2. The examiner is looking for you to explain the language, its effects and its influence on

the reader, using technical terms.

3. the examiner is looking for you to explain the structure, its effects and its influence on the reader, using technical terms.

4. The examiner is looking for you to evaluate how effective the text is. You give your opinion on how the writer brings the character to life and how this makes you feel. Use the bullet points.

5. The examiner is looking for you to express your ideas in an original way. You need to show that you are able to write using different levels of formality, create a particular tone and identify who you are writing for and that what you write is appropriate. Using a range of structural features, range of grammar and being clear are also important.

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Write 3 useful phrases for each of questions 2 – 4:

Q2 -‐

Q3 –

Q4 –

Write 5 useful techniques with example sentences for Q5:

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Paper 2

Write 3 tasks and three skills you will use in each question:

Eg. Question 1: 1. Tasks: check sentences carefully; check information in the text; highlight the text

Skills: identify explicit information; interpret implied information; write succinctly

Help for task 2: 2. The examiner is looking for your understanding of explicit and implicit ideas

3. The examiner is looking for you to explain the language, its effects and its influence on the reader, using technical terms

4. The examiner is looking for you to compare perspectives and how they are conveyed, the ‘what’ and the ‘how’

5. The examiner is looking for you to express your ideas in an original way. You need to show that you are able to write using different levels of formality, create a particular tone and identify who you are writing for and that what you write is appropriate. Using a range of structural features, range of grammar and being clear are also important

Write 3 useful phrases for each of questions 2 – 4:

Q2 –

Q3 –

Q4 –

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Write 5 useful techniques with example sentences for Q5:

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IV. Assessment Objectives

Paper 1. Identify which Assessment Objectives are assessed in each question:

20 credits for whole task

AO1 – identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts

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

AO3 – compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

AO4 – evaluate texts critically and support this with appropriate textual references

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

AO6 – candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Q1 – List 4 things from this part of the text about _____

AO?

Q2 – How does the writer use language here to describe ________ relationship with _________?

You could include:

• Words and phrases • Language features and techniques • Sentence forms

AO?

Q3 – How has the writer structured the text to interest you as a reader?

You could write about:

• The time the writer focuses on at the beginning • How and why the writer changes the time she is writing about as the extract

develops • Any other structural features that interest you

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AO?

Q4 – A student, having read this text, said: “The writer really brings the character to life for the reader.” To what extent do you agree?

In your response you could:

• Consider your impressions of the character • Evaluate how the writer brings her relationships to life • Support your opinions with quotations from the text

AO?

Q5 – You are going to enter a creative writing competition. Your entry will be judged by a panel of people your own age.

Either: write a description suggested by this picture

Or: write the opening part of a story that involves a child and parent

AO?

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Paper 2: Identify which Assessment Objectives are assessed in each question:

20 credits for whole task

AO1 – identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts

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

AO3 – compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

AO4 – evaluate texts critically and support this with appropriate textual references

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

AO6 – candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Q1 – Choose 4 statements below which are true

AO?

Q2 – Use details from both sources. Write a summary of the differences between __________ view and ________ view of _______

AO?

Q3 – Refer only to source B. How does _________ use language to appeal to the reader’s emotions?

AO?

Q4 – Refer to both sources. Compare how ______ and _______ view ______ .

In your answer, you should:

• Compare their different attitudes • Compare the methods they use to convey their attitudes • Support your ideas with quotations from both texts

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AO?

Q5 – Write an article for a broadsheet newspaper in which you explain your point of view on a statement.

AO?

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V. Academic Reading

These are links to articles and books which will support your understanding of the learning and the text-‐types in the language papers.

To gain credits:

Make notes on the articles for 50 credits per article.

Make a comparison of two articles, looking at different techniques being explored for 30 credits.

1. A discussion about changing language: http://ideas.time.com/2013/04/25/is-‐texting-‐killing-‐the-‐english-‐language/

Summarise the writer’s attitude to change in this article.

2. A look at how we communicate – what we understand and why: https://www.nytimes.com/2017/09/19/opinion/language-‐female-‐friendship-‐mothers.html?rref=collection%2Ftimestopic%2FLanguage%20and%20Languages&action=click&contentCollection=timestopics&region=stream&module=stream_unit&version=latest&contentPlacement=1&pgtype=collection

List 4 explanations from the article that show why women particularly can be mis-‐understood.

3. Learning a language – using new techniques: https://www.nytimes.com/2017/08/16/well/move/how-‐exercise-‐could-‐help-‐you-‐learn-‐a-‐new-‐language.html?rref=collection%2Ftimestopic%2FLanguage%20and%20Languages&action=click&contentCollection=timestopics&region=stream&module=stream_unit&version=latest&contentPlacement=1&pgtype=collection

Explain the language choices made by the writer to explore the memory.

4. Changing language: https://www.visualthesaurus.com/cm/dogeared/david-‐crystal-‐on-‐language-‐change/

Find comparisons in the writer’s attitude to change in this article and one other.

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5. A new linguistic world: http://www.davidcrystal.com/?fileid=-‐4033

6. Language change reflects society: http://termcoord.eu/2016/10/david-‐crystal-‐a-‐language-‐changes-‐to-‐reflect-‐society/

To what extent do you agree with the argument presented here?

7. Child language acquisition: https://www.slideshare.net/mobile/unellentitled/child-‐language-‐acquisition

8. A look at the use of imagery in speech and writing: http://www.davidcrystal.com/?id=-‐1229

Choose 5 examples and explain them; write your own example.

9. A thoughtful alternative look at language acquisition: http://www.macrothink.org/journal/index.php/ijld/article/download/3922/3233

Summarise this article

10. BBC’s news style guide http://www.bbc.co.uk/academy/journalism/article/art20130702112133530

A useful tool to understand how important language is for understanding. Find three things you will agree on from the BBC’s journalism and perfect them for the examinations.

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VI. Further Reading

Take notes and ideas for extending your understanding of the world’s changing picture by looking around at the evidence we have from writing in the past and present.

50 credits for each task completed

1. Pre-‐20th century writing: http://www.online-‐literature.com/dickens/childs-‐history-‐of-‐england/

2. Contemporary writing on England’s children: https://www.childrenengland.org.uk/

How do the two writers above use language to present their attitude to children in England?

3. Travel writing from 1800: http://www.online-‐literature.com/dickens/pictures-‐from-‐italy/7/

4. Contemporary travel writing: http://hitherandthither.net/travelogue-‐rome-‐italy/

Compare how the writers convey different attitudes to their experiences of Italy.

To do this:

-‐ Compare different attitudes -‐ Compare methods -‐ Support with references from both texts

5. A useful website for extending your literary terminology understanding and with superb reading suggestions: http://www.literarydevices.com/imagery/

Read and write a review of one of the novels suggested here.

Choose an extract and explore an aspect of the language.

6. Siri Hustvedt is a woman who has managed to be professional in both the arts and science. She writes fiction and non-‐fiction work that looks at both fields. It is a truly exceptional person that manages to be world-‐renowned in both of these areas. She may be a good comparison with Dickens. This is her website: http://sirihustvedt.net/

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VII. Exam Style Questions

Paper 1 Exam style questions

100 credits for the whole paper

Write successful answers to the following exam questions. They are based on an extract of the excerpt at this link: https://www.teenreads.com/reviews/to-‐kill-‐a-‐mockingbird/excerpt

The questions are based on the extract beginning: ‘Maycomb was an old town…’ and ending: ‘That was the summer Dill came to us.’

1. This question is based on the first two paragraphs of the extract.

List four things from this part of the extract about the heat.

2. This question is based on paragraph 4 of the extract, beginning: ‘Calpurnia was

something else again…’

How does the writer use language here to describe Scout’s relationship with Calpurnia?

You could include:

• Words and phrases • Language features and techniques • Sentence forms

3. This question refers to the whole of the extract.

The extract is from near the beginning of the novel.

How has the writer structured the text to interest you as a reader?

You could write about:

• The time the writer focuses on at the beginning • How and why the writer changes the time she is writing about as the extract

develops • Any other structural features that interest you

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4. This question refers to the whole of the extract.

A student, having read this text, said: “Scout is really observant and lively. The writer really brings her to life for the reader.”

To what extent do you agree?

In your response you could:

• Consider your impressions of the character • Evaluate how the writer brings her relationships to life • Support your opinions with quotations from the text

5. You are going to enter a creative writing competition.

Your entry will be judged by a panel of people your own age.

Either: write a description suggested by this picture:

Or: write the opening part of a story that involves a child and parent

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Paper 2 Exam style questions:

100 credits for the whole paper Source A: http://spitalfieldslife.com/2010/11/09/ivor-‐robins-‐fruit-‐vegetable-‐purveyor/ Only the author’s writing rather than Ivor Robins’ words. Source B: London Labour and the London Poor Volume 1 by Henry Mayhew written in 1861 https://dl.tufts.edu/catalog/tei/tufts:MS004.002.052.001.00001/chapter/c4s1 and the extract referred to begins: ‘But, great as is this number, still the costermongers are only a portion of the street-‐folk.’ And ends: ‘…to allow men, women, and children to continue in such a state.’

1. Based on Source A, choose four statements below which are true:

Choose a maximum of four statements

• Ivor Robins has finally integrated himself as a fine purveyor of fruit and vegetables

• Ivor Robins wears a new carnation every day • Ivor Robins began trading as “Mr Carnation” in 1899 • Ivor Robins goes into the market at dawn all the working week • Ivor Robins has a photograph of his mother and father in his office • Ivor Robins shot to fame quickly in 2007 • Ivor Robins is good at sport • Ivor became Worshipful Master of Vegetablers in the City of London.

2. You need to refer to source A and the whole of source B for this question:

Use details from both sources. Write a summary of the differences between the gentle author’s view of Ivor Robins (a street seller) and Henry Mayhew’s view of the street sellers.

Helpful hints:

• You will summarise and show the differences between the writers’ views. • Remember the summary is only of the writers’ views. • Make a point about each, with evidence, and explain the difference. • Develop points made. • For top marks you must interpret the information.

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3. You now need to refer only to source B, the extract from London Labour and the London Poor written in 1861.

How does Henry Mayhew use language to appeal to the reader’s emotions? Helpful hints:

• Answer the question clearly, looking at how the language appeals to the reader’s emotions.

• Explain using examples and technical terms. • Infer from the information and try, for top marks, to make original points.

4. For this question, you need to refer to the whole of source A together with source B.

Compare how the gentle author and Henry Mayhew view the work of the street sellers and their prospects.

In your answer, you should:

• compare their different attitudes • compare the methods they use to convey their attitudes • support your ideas with quotations from both texts.

Helpful hints:

• Make sure you plan • Ensure that ‘methods’ are explained – what has the writer done? / what method

was used? • Use the parts of speech • Use short quotations • Find points for comparison • Look for subtle attitudes and inferences

5. “More children should get a job before the age of sixteen. Part-‐time work would teach children valuable skills that they don’t learn in school.”

Write an article for a broadsheet newspaper in which you explain your point of view on this statement. Helpful hints:

• The audience is mentioned in the question – adapt your tone, language and style to appeal to the audience.

• Consider the structure of your writing – which techniques will you use and when? • Does your writer have a voice? What is their personal narrative and reason for

writing? What is their aim?

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Paper 1 Writing

These are like those questions you will have in question 5. Either use your time to write the whole story for one of the suggestions or write a section of each. Ensure that you consider the focus (which is in brackets) so that you are testing your writing skills and your marks improve.

There are 100 credits available for each complete story

1. Describe or write a story based on the picture below: (Make the genre of the piece clear from the beginning.)

2. Write a story that explores enmity. (Include at least three images in the story.) 3. Describe a scene which includes a young person and their elderly grandparent. (Include

dialogue and a change of focus in the structure.) 4. Write a story about the change of a person’s good fortune. (Use carefully constructed

paragraphs which help to develop the narrative structure.) 5. Write a story titled: ‘When the Old Man Spoke’. (Use a semi-‐colon and use commas to

highlight dependant clauses on three occasions.)

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6. Describe the scene in an ice cream parlour in the heat of the summer. (Use synonyms to build the atmosphere across the writing.)

7. Write a story titled: The Long Walk Home. (Write suspense and mystery into the

structure.) 8. Write a story which begins: Walking to the charity shop, I…. (Carefully check the spelling

of words with double letters in and any that you know you are not as sure of.) 9. Describe the perfect slippers. (Try to include dramatic irony in the structure of the

description.) 10. Write a description based on the picture below: (Pay particular attention to sentence

structures and use at least three types.)

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Paper 2 Exam style questions

100 credits for all

A) Dostoyevsky wrote the following about Dickens in 1862:

He told me that all the good simple people in his novels, Little Nell, even the holy simpletons like Barnaby Rudge, are what he wanted to have been, and his villains were what he was (or rather, what he found in himself), his cruelty, his attacks of causeless enmity towards those who were helpless and looked to him for comfort, his shrinking from those whom he ought to love, being used up in what he wrote. There were two people in him, he told me: one who feels as he ought to feel and one who feels the opposite. From the one who feels the opposite I make my evil characters; from the one who feels as a man ought to feel I try to live my life. Only two people? I asked.

B) Hitchens wrote the following about Dickens in 2011:

The next instance of the victory of the large spirit comes from his second visit to the United States, in 1867. Dickens did his very best to clean up after himself, once again accepting lavish hospitality, but this time not taking revenge for it in a nasty, boring novel named Martin Chuzzlewit or a cruel and hastily written travelogue named “American Notes” (For General Circulation), in which the not-‐too-‐clever pun suggests that American currency is bankrupt. Having successfully miscalculated the exchange rate, Dickens publicly offered to include a speech of praise for the U.S.A. in reprints of his two books about the country—and actually kept the promise even after the wild applause had died away and he had gone back home to England. Possibly he would not be an American hero if he had not performed this now forgotten act. But then, the “attraction-‐repulsion” principle, of which he spoke so readily, seems to have meant that he could sometimes let himself be “claimed” by those—from his neglected children to the mobs that he so feared—who loved him in spite of himself.

1. Find three examples (and give explanations) from text A to support what Dickens thought about himself?

2. What did Dickens have to do, according to text B, in order to be accepted in America? 3. Write three words to describe Little Nell and Barnaby Rudge as they are mentioned in

text A.

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4. What was the novel Martin Chuzzlewit about? 5. What impression does Dostoyevsky give us of Dickens? Find three reasons for the

impression. 6. What impression does Hitchens give us of Dickens? Find three reasons for the

impression. 7. What does ‘causeless enmity,’ from text A, mean? 8. What do you think ‘the “attraction-‐repulsion” principle’ is? 9. Why are the brackets used in text A? 10. Explain the use of dashes in text B. 11. Compare how these writers view Dickens using details from the texts and terminology to

secure your focus.

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Paper 2 Exam style writing questions

100 credits per question

These questions are similar to those in question 5 of language paper 2. Use the information in brackets to direct your attention while writing. Remember that most of the marks for this area will come from your general knowledge and use of the organisation of your ideas. 1. ‘Twitter is a waste of time. Some people spend all their time on it; some people use it

for political gain. People should be accessing the world in a more productive way.’ Write an article for a broadsheet newspaper in which you explain your point of view on this statement. (Concentrate on spellings, making sure you use at least one word with a double s and don’t avoid any words you struggle to spell – use a dictionary instead!)

2. ‘Movie sequels are a waste of time for everyone but the actors and movie-‐makers.’ Write an article for a popular magazine giving your opinion on this statement. (Use 2 semicolons, 5 commas, 1 exclamation mark and 2 question marks)

3. A local play area is going to be razed to the ground so that property developers can build a new supermarket in a residential area. Write a letter to your local M.P. giving your views on this. (Consider the point of view and voice you will write from so that your opinion is created quickly and developed through the structure. This means using synonyms to develop the semantic field.)

4. Your family flights to Australia have been cancelled because the airline you were flying with has gone into receivership. Write a letter to the company in order to apply for compensation. (Be careful to consider the structure of your writing – use persuasive devices to structure the piece.)

5. The government have announced that global warming has reached such a critical level that they are banning the production of any more paper in order to save trees. Write the speech that you will upload as a podcast giving your opinion on this.

6. Write a travelogue documenting your most recent holiday. (Use specific imagery and vocabulary in order to excite your readers to visit, or not.)

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