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Language Paper 1 - Step by Step Guide

The document provides a step-by-step guide for the English Language GCSE Paper 1 exam. It outlines the structure of the paper, details of each question, techniques for answering questions, and language devices and sentence structures students can use in their responses.

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lucybaik24
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210 views16 pages

Language Paper 1 - Step by Step Guide

The document provides a step-by-step guide for the English Language GCSE Paper 1 exam. It outlines the structure of the paper, details of each question, techniques for answering questions, and language devices and sentence structures students can use in their responses.

Uploaded by

lucybaik24
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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English Language Paper 1:

Step-by-Step guide
Revision Objective:
• To understand the skills required for
each question
ENGLISH LANGUAGE GCSE
Paper 1 (1 hour 45 minutes)
Explorations in creative reading and writing
Reading
Section A - Reading source
One extract from a literary text material
4 marks 15mins
Q1 – List four things... 5mins
8 marks
Q2 – How does the writer use language..... 10mins

Q3 – How has the writer structured the text.... 8 marks


10mins
Q4 – Critical evaluation of text in response to a statement 20 marks
20mins
Section B – Writing
Q5 – Writing to describe/narrate 40 marks
Choice of task – one choice based on a picture 45mins
Before the exam, think
about whether you will
answer the questions in
order, or do Question 5
first…

15mins: Reading the source


• Read the fiction extract carefully, ensuring that you have
understood key vocabulary!
• It is worth having a quick look at the questions before you
read, to give you an idea of which details to look for and
where.
• Annotate the text while reading!
5mins!
Q1 – List four things…
• Read the question carefully and underline the
key words (the biggest mistake made is
students not reading the question properly!)
• Choose four things that are asked in the
question and that you learn from the source
• SIMPLE!

• Spend no more than 5mins on this question!


10mins – 2PEEs!

Q2 – Language effects on READER


DO’s: DON’Ts:
• Read the question carefully • Don’t forget to use words
and underline the key from the question in your
words! response!
• Make clear points to • Don’t choose quotations
answer the question from outside the specified
• Choose quotations as section named in the
evidence question!
• Identify language devices
• Spotlight key words
• Explain effects on the
x2
READER
10mins – 2PEEs!
Q2. How does the writer use language to
……………………?
• The writer uses …………. to describe ………………………….
• This is shown in the quotation, “……………………..”
• The use of the word, “……………..” has connotations of …………………
because ………….
• This makes the reader feel ………………………………………………………….
because…………………………………………………………………………………….

• Furthermore, the writer uses …………. to describe


………………………….
• This is shown in the quotation, “……………………..”
• The use of the word, “……………..” has connotations of …………………
because ………….
• This makes the reader feel ………………………………………………………….
because…………………………………………………………………………………….
10mins – 2/3 paragraphs!

Q3 – Structure to interest the READER


DO’s: DON’Ts:
• Read the question carefully • Don’t forget to use words
and underline the key from the question in your
words! response!
• Trace how things CHANGE • Don’t need to mention
and SHIFT over whole SENTENCE lengths or
source: structures!
• Focus on beginning, middle
and end of source
• Explain effects on the
READER by explaining what
makes it INTERESTING x3 (one for beginning, one for
middle, one for end)
10mins – 2/3 Q3. How has the writer structured
paragraphs! the text to interest you as a reader?
• In the beginning, the writer focuses the reader’s interest on .....
• This is shown in the quotation, “………………………………….”
• This could interest the reader by making them feel ………………………….
because……………………………………………………….

• In the middle of the extract, the writer shifts the reader’s focus onto ……
• This is shown in the quotation, “……………………..”
• This could interest the reader by making them feel ………………………….
because……………………………………………………….

• At the end of the extract, the writer shifts the reader’s focus onto ……
• This is shown in the quotation, “……………………..”
• This could interest the reader by making them feel ………………………….
because……………………………………………………….
20mins – 3/4 PEEs!

Q4 – EVALUATING a statement
DO’s: DON’Ts:
• Read the question carefully and • Don’t forget to use words
underline the key words! from the question in your
• BIG IDEA – Summarise your overall response!
opinion about the statement at the • Don’t choose quotations
start of response in a few sentences from outside the specified
• Agree with the statement section named in the
• Make clear points to answer the question!
question • Don’t forget to identify
• Choose quotations as evidence and analyse effects of
• Identify language devices devices and language in
• Spotlight key words quotations!
• Explain effects on the READER x3/4
20mins – Q4. One student, on reading the extract,
3/4 PEEs! said: “……………………………………………...”
To what extent do you agree
• I wholeheartedly/partially agree with the statement …

• The writer uses …………. to ………………………….


• This is shown in the quotation, “……………………..”
• The use of the word, “……………..” has connotations of ………………… because ………….
• This makes the reader feel ………………………………………………………….
because…………………………………………………………………………………….

• Furthermore, the writer uses …………. to ………………………….


• This is shown in the quotation, “……………………..”
• The use of the word, “……………..” has connotations of ………………… because ………….
• This makes the reader feel ………………………………………………………….
because…………………………………………………………………………………….

• Furthermore, the writer uses …………. to ………………………….


• This is shown in the quotation, “……………………..”
• The use of the word, “……………..” has connotations of ………………… because ………….
• This makes the reader feel ………………………………………………………….
because…………………………………………………………………………………….
Q5 – Writing to describe/narrate
• We recommend that you write a description
based on the image
• Make a 5 bullet point plan (imagine you are a
camera zooming in to details in the image)
• SHOW not tell (don’t create overcomplicated
plots)
• Follow the structure we suggest if it helps you!
45mins – Q5. Writing to DESCRIBE
Write only
1.5/2 pages! based on an image/title!
Possible way to structure your ideas in 5 sections:
1. Describe the weather and the setting to set a clear mood
(pathetic fallacy) – Open with some one word sentences and
use foreshadowing
2. Introduce your character – Introduce your character with the
weather
3. Zoom-in and describe something in the distance – Either a
person approaching or a building which your character
approaches
4. Flashback – Describe something that the person or building
reminds your character of from the past
5. Describe the weather again – Either it has changed or got
worse (end with an ellipsis)

Write in either the 1st or 3rd person –


Choose the one you prefer!
45mins –
Write only Q5. Writing to DESCRIBE
1.5/2 pages! based on an image/title!
Possible sentence starters for each of the 5 sections:
1. The ashy clouds blocked out the sun, blanketing the sky in
a charcoal light…
2. Tumbling from the inky darkness, the raindrops crashed
into the pale face of a figure looking upwards who was lost
in thought. Although the icy water blurred his vision,
she/he continued to stand in the rain…
3. Ahead in the distance, a blurred shape began to emerge
from the shadows…
4. Like a jab in the ribs, his mind was jolted back to the
moment when…
5. He peered up at the sky again. What had happened to
those ashy clouds? …
Write in either the 1st or 3rd person –
Choose the one you prefer!
Q5. The Mark Scheme – DROPS
• D – Have you used any language devices?
• R – Have you used a range of
punctuation?
• O – Have you created an interesting
opening/closing?
• P – Have you planned interesting ideas?
• S – Have you structured their ideas using a
range of sentences and paragraphs?
Descriptive Devices

A • Alliteration
P • Personification
R • Rhetorical question/Repetition
O • Onomatopoeia
M • Metaphors
I • Imagery
S • Sentence lengths/structures
E • Emotive language
Starting sentences in different ways –
ISPACE
I Ing start Whistling, Howling, Glowing

As bright as a diamond, Like a


S Simile start creature from the darkness,

P Prepositional start Up above, Below, Under, Next to

A Adverbial start Suddenly, Eerily, Slowly, Stealthily

C Connective start However, Yet, After, Meanwhile

E Ed start Startled, Terrified, Poised

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