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Name: Cracking the English Language Paper 2 Exam Support Booklet

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Name:

Cracking the English Language Paper 2 Exam

Support Booklet

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Section A - Reading

Rate yourself before reading the guidance and after completing the work:

R (aargh) A (getting there) G (Got it!)

Ratings before afterteac

Question 1: Read lines..... Shade four statements which are true. (4)

Question 2: You need to refer to Source A and Source B for this question.Use details from both sources to write a summary of the different...

A Make 2/3 statements of difference to answer the focus of the question.

B Choose quotations to match each statement of difference.

C Show your understanding by making a clear inference for each quotation.

d Ensure that you contrast by exploring how they are different.

Question 3 You now need to refer to Source A from lines... How does the writer use language to... (exactly the same skills as P1, Q2)

a Answer the question, exploring only the lines referred to, and stick to the focus of it.

b Make 2/3 statements/points to answer the question and name methods used.

c Choose quotations to match each statement/point.

d Name the language/linguistic methods used.

e Explain what effect this choice of language has (linked back to the text).

Develop your analysis/exploration by zooming in or by making links and exploring further.

Question 4 For this question, you need to refer to the whole of Source A and B. Compare how the writers convey their different perspectives on...

a Make 3+ statements of difference in reference to perspectives.

b Choose quotations from both texts and name the methods used.

c Name methods used for each quotation.

c Show your understanding by making a clear inference for each quotation - linked to perspectives.

d Explore effects of language and structure in detail - linked to what this reveals about the perspective/s.

e Make detailed comparisons/contrasts of perspectives.

Exam Tips

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1. Read the text only as you need it.2. Read the question AND underline key words3. Re-read the question before you answer to check you have understood it.4. Structure your answers to questions using either:

Q2: SQISTATEMENT OF DIFFERENCE (identify differences in your own words) + QUOTATION (from the text) + INFERENCE (show you fully understand by explaining what the quotation reveals and link back to the text).

Q3: PEED: (POINT (in your own words) + EVIDENCE and METHOD (from the text) + EXPLAIN (the intended effect of the

language/structure and how it links to the text) + DEVELOP (Zoom in and consider the intended effects of language in even more depth)

Q4: SQUID: STATEMENT OF DIFFERENCE (identify different perspectives in your own words) + QUOTATION and METHOD (from the text) + UNDERSTANDING (show you understand perspectives by briefly explaining the effects) + INFERENCE (show you

fully understand by explaining what the quotation reveals and link back to the text) + DEVELOP (Explore by considering the effects of methods in relation to perspectives and explore differences in detail).

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Question Tips:

If you struggle with timing, do question 5 first! Only spend 30 minutes on Q5.

Q1: Read lines..... Shade four statements which are true. (4 marks)

3 minutes reading CAREFULLY+ 1 minute shading.

Q2: You need to refer to Source A and Source B for this question. Use details from both sources to write a summary of the different... (8 marks)

8 minutes reading and planning + 8 minutes writing. Read carefully! 2 - 3 SQI paragraphs

Q3: You now need to refer to Source A from lines... How does the writer use language to... (12 marks)

4 minutes reading + 12 minutes writing. Read carefully - only explore the lines you're directed to.

2 - 3 PEED paragraphs about how language is used for a particular effect You must name language methods - if stuck, simply refer to the examples as:

words/lexis/phrases.

Q4: For this question, you need to refer to the whole of Source A and B. Compare how the writers convey their different perspectives on... (16 marks)

8 minutes reading and planning+ 16 minutes writing. Read carefully! 2/3 SQUID comparative paragraphs identifying and comparing the different

perspectives and how these are presented. You must remember to name structural/language methods.

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Q2: You need to refer to Source A and Source B for this question. Use details from both sources to write a summary of the different... (8 marks)

8 minutes reading and planning + 8 minutes writing. Read carefully! 2 - 3 SQI paragraphs

Q2: Level 4 response

Perceptive statement on first text

Clear comparison

Perceptive statement text 2

Clear inference text 1

Inference text 2

Perceptive comparison

Quotations text 2

Evidence/ Quotations

Perceptive Inference text 1

Perceptive Inference text 2

Both Glastonbury and Greenwich fair are presented are hugely popular events, but are very different in their content. Glastonbury is not only a modern festival with all the trappings that come with modern life, it is also all about the different styles of music such as "1950s", "pop" and "alternative" music conveying the idea that this is a very eclectic music event, appealing to many different types of music lovers. However, Greenwich Fair is presented as something much more theatrical with "shops", "band parades" and "pantomimes" making it seem as though the people who attended this fair are much more interested in the dramatic and visual arts rather than music.

Furthermore, the description of the atmosphere of each event is very different. Glastonbury is described as being very family friendly with the reference to "family tents" and "children entertainers" making it seem as though children and families are not only welcome, but they are encouraged to attend. This might surprise some people as it is often more associated with 'the near total devastation' referred to in the text, however, this reveals that there is more to Glastonbury than just mud and dirty tents. Whereas, the description of the atmosphere in source 2 is described as disorientating and uninviting for children and families. Dickens refers to the "firing of pistols", "the ringing of bells" and the "bellowings of speaking trumpets" which creates a discombobulating atmosphere and makes it seem almost uncivilised which contrasts with how modern society usually views Victorians. Furthermore, the reference to drinking, smoking and rowdiness in the pubs makes it seem more in line with what people would expect from Glastonbury than conservative Victorian society.

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Q3: You now need to refer to Source A from lines... How does the writer use language to... (12 marks)

4 minutes reading + 12 minutes writing. Read carefully - only explore the lines you're directed to.

2 - 3 PEED paragraphs about how language is used for a particular effect You must name language methods - if stuck, simply refer to the examples as:

words/lexis/phrases.

Q3: Level 4 response

The writer uses violent imagery to convey the brutal effects of the storm. The wind is ‘lashing’ the trees, a verb implying it is so forceful it is ruthlessly thrashing them, as if nature is inflicting a cruel punishment on the landscape. In addition, the personification of ‘furious waves’ suggests how the Pacific Ocean is pounding at the rocks, uncontrollably beating against them with anger, aggression and intent. The writer also uses sound imagery to add to the impact of the visual description of the ocean ‘roaring’ by using an adjective to suggest the thunderous noise of the storm which sounds like a wild animal, full of rage as it attacks and devours its prey. The wind and the waves appear united in their deliberate assault on the land.It could be argued that the brutal description of the storm could be an extended metaphor for how Alex feels scared and confused about his mother's illness as the destructive nature of it might reflect the turmoil he experiences within. The adjective 'furious' to describe the waves, could reflect how he feels angry which is further supported towards the centre of the extract when he commands his sister to 'shut up!' which shows that he simply does not want to discuss the possibility of his mother dying. This is reinforced at the end of the extract when the writer uses the metaphor 'little more than a silent ghost' to reveal that Alex's mother is on the brink of life and death and Alex is acutely aware of this.

Point/statement Names methods Briefly shows understanding

Evidence/ Quotations

Explains intended effect - linking back to the text.

Develops analysis

Perceptive consideration of effects of language from across the text.

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Q4: For this question, you need to refer to the whole of Source A and B. Compare how the writers convey their different perspectives on... (16 marks)

8 minutes reading and planning+ 16 minutes writing. Read carefully! 2/3 SQUID comparative paragraphs identifying and comparing the different

perspectives and how these are presented. You must remember to name structural/language methods.

Compares perspectives

Names methods

Perceptively explores effect of language.

Perceptive statements

Perceptive comparison of perspectives.

Source A is an account describing the harrowing conditions that the explorers faced during an expedition to Mount Everest; this is in direct contrast with Source B which is a diary account of the fairly pleasant wintry conditions as experienced by Arthur Munby. In "The Death Zone", the author vividly describes the experience of the storm they had to ensure as 'a night from hell'. The biblical allusion here suggests that the conditions were otherworldly difficult for the climbers and suggests that the storm was not only immensely powerful and intimidating, but that it was somehow linked to the idea of faith, sin and God. The image of 'hell' indicates that, for the climbers, the unforgiving conditions made it feel that they had in fact died and were now existing in a 'hell' like universe where nature was totally against them. Furthermore, describing the storm as an 'apocalyptic vision' adds gravitas to the idea that the storm was so powerful and destructive that it seemed as though it was sent as a punishment from the Gods and served as a mortal threat to the climbers. However, in Source B, Munby has a much more sedentary outlook and experience when compared to the experiences in source A. In this source, Munby's reaction to the snow is one of wonderment and romanticism. He uses positive lexis to describe the snow such as "loveliness" and "utter purity" both implying that he sees the snow as special - almost a gift from God which is quite the reverse to the 'apocalyptic vision' in Source A. The snowfall initially seems to have little effect on Munby, but as the diary entry progresses, he comes across homeless people in the cold and consequently becomes disenchanted with the whole experience. This results in his tone changing, and then describing the experience in a more pessimistic sense as seen in the phrase "my heart seemed paralysed" which shows how the snow infringes upon his quality of life and almost makes it seem like the experience of seeing the effect of it on those less fortunate in society, affects his very being. However, despite these issues, they pale into insignificance when compared to the horrors faced by the climbers in Source A. For Dickinson (Source A), the storm attacks the climbers as 'a constant bullying force', whereas Munby, by contrast, had his beard freeze. Fatalities are a result of Everest's tempest, but interestingly, those with a lack of material shelter do not suffer personal discomfort as much as we would expect. In contrast, Munby describes a homeless girl as 'as cold as a frog' a simile showing her to be an innocent victim of the sudden snowfall; this seem more pitiful than the climbers who have chosen to put themselves in the line of danger by choosing to take part in the expedition

Perceptive statements/names methods/quotations

Perceptively explores effect of language and structure.

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What skills must you demonstrate to achieve full marks on each question?Q1

Q2

Q3

Q4

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Question 1: McDonalds/Sidney Smith

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Japan sources

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Section B - Writing

Rate yourself before reading the guidance and after completing the work:

Question 5: Writing creatively: describe/narrate before after teacher

AO5CONTENT

Register is convincing for audience

Extensive and ambitious vocabulary

Use of linguistic devices for effect (viewpoint: rhetorical devices, anecdotes, facts, opinions, statistics, expert opinions, hyperbole, statements/declaratives... Writing is matched to suit purpose

AO5Organisation

Varied use of structural features

Convincing range of complex ideas

Engaging opening and ending

Fluently linked paragraphs

Use of one sentence paragraph (for effect)

Range of integrated discourse markers (linking words/phrases)

AO6 Technical Accuracy

Use sentence demarcation accurately (full stops, exclamation/question marks)

Use 4+ types of punctuation used accurately and for effect when appropriate

Avoids comma splicing

Wide range of sentence openers

Wide range of sentence types and lengths

Sentences used for effect (minor sentences are particularly effective)

Wide (extensive) vocabulary

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Accurate spelling of most words (including: there, their, they're...)

Accurate spelling of ambitious words

Use of standard English consistently (including tenses)

Secure range of complex grammatical structures (embedding clauses...)

Exam Tips:

1. Read the questions carefully and underline key words.2. Choose one of the tasks.3. Identify the text type, audience and purpose (TAP).4. Spend 5 minutes planning your response.5. Spend 25 minutes - aim for between 4-5 paragraphs. 6. Your writing must be clear throughout.7. You must structure writing into paragraphs.8. Openings must be engaging and link to the task; endings should draw your

ideas together. Circular structures work well.9. You must vary your sentence types, lengths and openers.10.You must use a range of punctuation11.You must use a range of linguistic features (linked to the purpose)12.You must use wide vocabulary (think about words you don't use every

day).13.Learn the hand plan = easy success!

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Question 5:

Your school wants to encourage all students to take better care of our environment.

Write a speech to give to students to explain your viewpoint on this.

Level 4 opening paragraph:

What have Evian, Buxton, and Vitamin got in common? That's right, they are

all brands of water and the whole world seems to be cashing-in on this new

AO5 Engaging opening - Convincing register - Complex ideasMatched to purpose

AO6 Ambitious vocabulary - accurate spelling

AO5 Varied sentence types and openers

AO5 Use of language/ sentences to present

AO6 Wide range of punctuation

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phenomenon to bottle what actually comes free through our taps. It's crazy

right? We spend upwards of £1.50 per bottle for what is essentially free.

However, that's not the craziest fact; the craziest and most terrifying thing is

that every day, the people in Greater Manchester alone consume a

staggering 30,000 bottles of it - that's 210,000 bottles per week and just

under 11 million, yes million, bottles per year. Can you imagine what 11

million bottles look like? Neither can I - but if we don't do something to

change our attitudes to consuming water in this way, our future might mean

we are swamped by them.

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AO5 Use of language/ sentences to present

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