Chapter:
Key moment: Is presented as…
Character: Is presented as…
Theme: Is presented as…
The Writer’s voice = 60 %
The Writer’s voice grade boundary Nov 2013:
A* A B C D E
Raw 64 48 40 32 25 18 14
2
Section A – TKAM/OMAM
Worth 40 marks
- 6 paragraphs minimum = 2 for a) and 4 for b)
- 5 minutes reading extract and planning
- 20 minutes writing
- 5 minutes finding an extract (Just 1) and planning
- 30 minutes writing
Requirements:
Language features
Clear opening point about the topic
Multiple comments/interpretations – Layers
Influence on the reader
3
Section A
Including ‘the GOOD’ and avoiding ‘the BAD’ elements.
GOOD
1. A clear opening point about the topic.
2. The ‘best’ quotes from the extract.
3. Identifying the language feature.
4. Re-quoting the key words.
5. Multiple comments and interpretations –
language lift.
6. Clearly stating the influence of the
language.
7. An original evaluation.
8. Writing enough.
BAD
1.
2.
3.
4.
5.
6.
7.
Mono-syllabic adjectives.
Missing the best quotes.
Missing or incorrectly identifying the feature.
Giving a definition of the language feature.
Basic comments – explaining what the quote
means.
Forgetting the audience and the author.
Incompleteness.
Check your paragraphs for ‘the GOOD’ and ‘the BAD’
4
Chapter 9
Francis grinned at me. “You’re mighty dumb sometimes, Jean Louise. Guess you don’t know any better, though.”
“What do you mean?” “If Uncle Atticus lets you run around with stray dogs, that’s his own business, like
Grandma says, so it ain’t your fault. I guess it ain’t your fault if Uncle Atticus is a nigger-lover besides, but I’m
here to tell you it certainly does mortify the rest of the family—”
“Francis, what the hell do you mean?”
“Just what I said. Grandma says it’s bad enough he lets you all run wild, but now he’s turned out a nigger-lover
we’ll never be able to walk the streets of Maycomb agin. He’s ruinin‘ the family, that’s what he’s doin’.”
Francis rose and sprinted down the catwalk to the old kitchen. At a safe distance he called, “He’s nothin‘ but a
nigger-lover!”
“He is not!” I roared. “I don’t know what you’re talkin‘ about, but you better cut it out this red hot minute!”
I leaped off the steps and ran down the catwalk. It was easy to collar Francis. I said take it back quick. Francis
jerked loose and sped into the old kitchen. “Nigger-lover!” he yelled.
When stalking one’s prey, it is best to take one’s time. Say nothing, and as sure as eggs he will become curious
and emerge. Francis appeared at the kitchen door. “You still mad, Jean Louise?” he asked tentatively.
“Nothing to speak of,” I said.
Francis came out on the catwalk. “You gonna take it back, Fra—ancis?” But I was too quick on the draw. Francis
shot back into the kitchen, so I retired to the steps. I could wait patiently. I had sat there perhaps five minutes
when I heard Aunt Alexandra speak: “Where’s Francis?” “He’s out yonder in the kitchen.”
“He knows he’s not supposed to play in there.”
Francis came to the door and yelled, “Grandma, she’s got me in here and she won’t let me out!” “What is all
this, Jean Louise?” I looked up at Aunt Alexandra. “I haven’t got him in there, Aunty, I ain’t holdin‘ him.”
“Yes she is,” shouted Francis, “she won’t let me out!” “Have you all been fussing?” “Jean Louise got mad at me,
Grandma,” called Francis. “Francis, come out of there! Jean Louise, if I hear another word out of you I’ll tell your
father. Did I hear you say hell a while ago?”
“Nome.”
“I thought I did. I’d better not hear it again.” Aunt Alexandra was a back-porch listener.
The moment she was out of sight Francis came out head up and grinning. “Don’t you fool with me,” he said. He
jumped into the yard and kept his distance, kicking tufts of grass, turning around occasionally to smile at me.
Jem appeared on the porch, looked at us, and went away. Francis climbed the mimosa tree, came down, put his
hands in his pockets and strolled around the yard.
“Hah!” he said.
I asked him who he thought he was, Uncle Jack? Francis said he reckoned I got told, for me to just sit there and
leave him alone.
“I ain’t botherin‘ you,” I said.
Francis looked at me carefully, concluded that I had been sufficiently subdued, and crooned softly, “Niggerlover…”
This time, I split my knuckle to the bone on his front teeth. My left impaired, I sailed in with my right, but not for
long. Uncle Jack pinned my arms to my sides and said, “Stand still!”
Higher
5 Answer all parts of the following question.
(a) Explore how the language in the extract
influences your view of Scout.
You must include examples of language features in
your answer.
(16)
(b) In the novel Scout has several moments of
conflict.
Explore what you learn about Scout in one other
part of the novel.
You must use examples of the language the writer
uses to support your ideas.
(24)
5
Section B – Writing for different
audiences and purposes
Worth 24 marks
- 5 paragraphs minimum
- 5 minutes planning
- 35 minutes writing
- 5 minutes checking
Requirements:
PAF
Content
Structure
Skills
Accuracy
6
Section B
Including ‘the GOOD’ and avoiding ‘the BAD’ elements
GOOD
1. Attention grabbing opening.
2. Starting sentences in different ways –
adjective, adverb, subject, connective, verb.
3. Range of sophisticated punctuation – question
mark, exclamation, colon, semi colon.
4. Persuasive techniques – AFORREST etc.
5. Interesting vocabulary.
6. Connectives so build a structure – secondly,
moving on, in conclusion etc.
BAD
1.
Mono-syllabic adjectives.
2.
Boring introductions – “I am writing this
letter…”
3.
Sentences all the same length.
4.
Slang, informal or basic language.
5.
4 line paragraphs.
6.
15 line paragraphs.
7.
Don’t take the piss.
Check your paragraphs for ‘the GOOD’ and ‘the BAD’
#BAD to GOOD
7
Topic: The verdict
a) Explore how the language in the extract
influences your view of the verdict.
Harper Lee uses language in this extract to present the verdict as physically and mentally
damaging to Jem, almost like a violent act. For example, “Judge Taylor was polling the jury:
“Guilty… guilty… guilty… guilty…” I peeked at Jem: his hands were white from gripping the
balcony rail, and his shoulders jerked as if each “guilty” was a separate stab between them.”
The simile comparing the verdict to a ‘stab’ emphasises how painful this moment is to Jem.
The idea of a ‘stab’ links to the mental scarring that Jem is experiencing. Similarly the word
‘jerked’ suggests the character’s realisation that nothing can overcome prejudice in
Maycomb is being awoken and the pain is heightened by Jem’s admiration for Tom and
Atticus. In addition, the adjective ‘white’, used to describe Jem’s hands, suggests that Jem is
pale and weakened by the verdict, portraying the idea that his hope is dying. The ‘white’
features could even create a link to Boo Radley, as Jem also becomes a ghost-like victim of
prejudice. This language influences the reader to feel anger towards the verdict as they
realise, like Jem, that Maycomb has been unfair and unjust all along. Also the reader feels
despair that despite all the danger and prejudice Atticus and his family has faced they still
end up defeated.
8
Persuasive language
Emotive language
Rhetorical questions
Facts
Opinions
Opinions disguised as fact
Exaggeration
Statistics
Imperatives
Personal experience
Rule of three
Repetition
Personal pronouns
Remember the rules
1.
2.
3.
4.
5.
6.
7.
Grab their attention.
Be precise.
Variety.
Danger words.
Shiny words.
Reading for writing.
Don’t be silly.
Sentence Starters
1. The subject
Facebook is changing the world we live in.
2. A participle (-ing or –ed word)
Pressing the ‘like’ button lead me into a new
networking world.
Worried about your Facebook addiction? Don’t be.
3. A conjunction
As with Facebook, Twitter also has its problems.
4. An adverb
Excitedly I waited for my next friend request.
5. An adjective
Angry and upset, I deleted the offensive wall post.
Sophisticated punctuation
? – rhetorical questions.
! – emotional or commands
(don’t over use)
:
;
- used to list things.
- Like a comma, used to pause. (replaces the
word because)
… - To show a dramatic pause or an
incomplete idea.
A/A*
Oxymoron
Irony
Parallelism
Metaphor/simile/analogy
Antithesis
Language lift
Lennie begged, "Le's do it now. Le's get that
place now."
"Sure, right now. I gotta. We gotta."
And George raised the gun and steadied it, and
he brought the muzzle of it close to the back of
Lennie's head. The hand shook violently,
but his face set and his hand steadied. He
pulled the trigger. The crash of the shot rolled
up the hills and rolled down again. Lennie
jarred, and then settled slowly forward to the
sand, and he lay without quivering.
A) 16 marks
Topic: Lennie’s death
Point 1:
Evidence:
Language feature(s):
Comments/interpretations:
Influence:
B) 24 marks
Another extract for a death.
“The crash of the shot rolled up the hills and
rolled down again.”
A) 16 marks
Topic: Lennie’s death
Point 1:
Evidence:
Language feature(s):
Comments/interpretations:
Influence:
B) 24 marks
Another extract for a death.
Topic: Curley’s Wife – End of chapter 4
The girl flared up. “Sure I gotta husban’. You all seen him. Swell guy, ain’t he? Spends all his time sayin’ what
he’s gonna do to guy she don’t like, and he don’t like nobody. Think I’m gonna stay in that two-by-four house and
listen
how Curley’s gonna lead with his left twice, and then bring in the ol’ right cross? ‘One-two,’ he says. ‘Jus’ the ol’
one-two an’ he’ll go down.’” She paused and her face lost its sullenness and grew interested. “Say—what happened
to Curley’s han’?”
There was an embarrassed silence. Candy stole a look at Lennie. Then he coughed. “Why . . . . Curley . . . . he got
his han’ caught in a machine, ma’am. Bust his han’.”
She watched for a moment, and then she laughed. “Baloney! What you think you’re sellin’ me? Curley started
som’pin’ he didn’ finish. Caught in a machine —baloney! Why, he ain’t give nobody the good ol’ one-two since he
got his han’ bust. Who bust him?”
Candy repeated sullenly, “Got it caught in a machine.”
“Awright,” she said contemptuously. “Awright, cover ‘im up if ya wanta. Whatta I care? You bindle bums think
you’re so damn good. Whatta ya think I am, a kid? I tell ya I could of went with shows. Not jus’ one, neither. An’ a
guy tol’ me he could put me in pitchers . . . .” She was breathless with indignation. “—Sat’iday night. Ever’body
out doin’ som’pin’. Ever’body! An’ what am I doin’? Standin’ here talkin’ to a bunch of bindle stiffs—a nigger an’ a
dum-dum and a lousy ol’ sheep—an’ likin’ it because they ain’t nobody else.”
Lennie watched her, his mouth half open. Crooks had retired into the terrible protective dignity of the Negro. But a
change came over old Candy. He stood up suddenly and knocked his nail keg over backward. “I had enough,” he
said
angrily. “You ain’t wanted here. We told you you ain’t. An’ I tell ya, you got floozy idears about what us guys
amounts to. You ain’t got sense enough in that chicken head to even see that we ain’t stiffs. S’pose you get us
canned. S’pose you do. You think we’ll hit the highway an’ look for another lousy two-bit job like this. You don’t
know that we got our own ranch to go to, an’ our own house. We ain’t got to stay here. We gotta house and
chickens an’ fruit trees an’ a place a hunderd time prettier than this. An’ we got fren’s, that’s what we got. Maybe
there was a time when we was scared of gettin’ canned, but we ain’t no more. We got our own lan’, and it’s ours,
an’ we c’n go to it.”
Curley’s wife laughed at him. “Baloney,” she said. “I seen too many you guys. If you had two bits in the worl’,
why you’d be in gettin’ two shots of corn with it and suckin’ the bottom of the glass. I know you guys.”
Candy’s face had grown redder and redder, but before she was done speaking, he had control of himself. He was
the master of the situation. “I might of knew,” he said gently. “Maybe you just better go along an’ roll your hoop.
We ain’t got nothing to say to you at all. We know what we got, and we don’t care whether you know it or not. So
maybe you better jus’ scatter along now, ‘cause Curley maybe ain’t gonna like his wife out in the barn with us
‘bindle
stiffs.’”
She looked from one face to another, and they were all closed against her. And she looked longest at Lennie, until
he dropped his eyes in embarrassment. Suddenly she said, “Where’d you get them bruises on your face?”
Lennie looked up guiltily. “Who—me?”
“Yeah, you.”
Lennie looked to Candy for help, and then he looked at his lap again. “He got his han’ caught in a machine,” he
said.
Curley’s wife laughed. “O.K., Machine. I’ll talk to you later. I like machines.”
Higher
5 Answer all parts of the following question.
(a) Explore how the language in the extract influences
your view of Curley’s wife.
You must include examples of language features in
your answer.
(16)
(b) In the novel there is several isolated characters.
Explore what you learn about another lonely character
in one other part of the novel.
You must use examples of the language the writer
uses to support your ideas.
(24)
SECTION B: WRITING - 24 marks
Answer ONE question in this section.
EITHER
9 Your local newspaper is publishing a special edition about the 2012 London Olympic
Games. The newspaper wants to include young people’s views.
Write a contribution which gives your views about the 2012 London Olympic Games.
OR
10 Write a magazine article which explains the importance of one modern invention that
you think has really changed people’s lives.
PAF
9 Write an article on personal safety for a website for young people.
OR
10 Your local newspaper has published an article with the title ‘Mobile phones are
essential for modern life’.
Write a letter to the newspaper giving your views on this topic.
*9 There have been a number of serious traffic accidents involving children on a busy
road in your area.
Write a letter to your local Council, suggesting ways in which such accidents could be
avoided.
OR
*10Write an article for a teenage magazine in which you explain what changes teenagers
could make to their lives and why.
*9 ‘Young people spend too much money on clothes and are too often influenced by
brands and designer labels.’
Write an article to be included in an online magazine, giving your views on this topic.
OR
*1 0 Your School or College Council wants to appoint new student members to make sure
students’ views are represented.
Write the text of a speech you would deliver to the Council giving reasons why you
should be appointed.
*9 A teenage magazine is including articles on the topic ‘Everybody needs a role model’.
Write an article for the magazine describing your chosen role model.
OR
*1 0 Many schools and colleges help a charity by having a ‘Make a Difference Day’.
Write the text for a speech to give to a class or group, explaining your ideas for such a
day in your school or college.
13
Grabbing attention
9. Your local newspaper has written an article
criticising young people.
Write a letter to the editor expressing your
views on the subject.
Write 3 opening sentences for this task.
Grab the reader’s attention!
14
Grabbing Attention
Options:
1.
2.
3.
4.
5.
Rhetorical devices.
Emotive language.
Punctuation for effect.
Sentence structure.
Sentence starter.
15
Grabbing Attention
Options:
1. Rhetorical devices: Ask yourself, where would we be
without young people?
2. Emotive language: I am sickened by your unprovoked
attack on young people.
3. Punctuation for effect: Young people are the future; our
abilities should not be underestimated
4. Sentence structure: Pathetic. This sums up my view of
your article.
5. Sentence starter: Interestingly your article has ignited a
fire in one young person. Me.
16
9. Your local newspaper has written an article
criticising young people.
Write a letter to the editor expressing your
views on the subject.
Plan 5 paragraphs of content and skills for this
question.
17
Planning
9. Your local newspaper has written an article
criticising young people.
Write a letter to the editor expressing your views on
the subject.
For example:
P1 - Rhetorical devices to grab attention.
Introduce myself, background + thoughts on the
article. Use exclamation mark and emotive
language. Start sentence with adverb.
18
SECTION B: WRITING - 24 marks
Answer ONE question in this section.
EITHER
9 Your local newspaper is publishing a special edition about the 2012 London Olympic
Games. The newspaper wants to include young people’s views.
Write a contribution which gives your views about the 2012 London Olympic Games.
OR
10 Write a magazine article which explains the importance of one modern invention that
you think has really changed people’s lives.
PAF
9 Write an article on personal safety for a website for young people.
OR
10 Your local newspaper has published an article with the title ‘Mobile phones are
essential for modern life’.
Write a letter to the newspaper giving your views on this topic.
*9 There have been a number of serious traffic accidents involving children on a busy
road in your area.
Write a letter to your local Council, suggesting ways in which such accidents could be
avoided.
OR
*10Write an article for a teenage magazine in which you explain what changes teenagers
could make to their lives and why.
*9 ‘Young people spend too much money on clothes and are too often influenced by
brands and designer labels.’
Write an article to be included in an online magazine, giving your views on this topic.
OR
*1 0 Your School or College Council wants to appoint new student members to make sure
students’ views are represented.
Write the text of a speech you would deliver to the Council giving reasons why you
should be appointed.
*9 A teenage magazine is including articles on the topic ‘Everybody needs a role model’.
Write an article for the magazine describing your chosen role model.
OR
*1 0 Many schools and colleges help a charity by having a ‘Make a Difference Day’.
Write the text for a speech to give to a class or group, explaining your ideas for such a
day in your school or college.
19
20
CONTENT and Structure
1 1-3 • Expresses ideas that are generally appropriate.
• Generally sound grasp of the purpose and audience.
• Generally sound evidence of control in the choice of vocabulary and sentence structures.
• Organisation shows generally sound grasp of text structure, with opening and development, and broadly
appropriate paragraphing.
2 4-6
• Expresses and develops ideas appropriately.
• A clear sense of the purpose of the writing and audience.
• Well-chosen vocabulary, and shows some evidence of crafting in the construction of sentences.
• Organisation is sound, with a clear text structure, controlled paragraphing to reflect opening, development and
closure, together with successful use of cohesive devices.
3 7-9
• Effectively presents ideas in a sustained way.
• A secure sustained realisation of the purpose of the writing task and its intended audience.
• Aptly chosen vocabulary and well controlled variety in the construction of sentences.
• Organisation is secure, with a well-judged text structure, effective paragraphing and use of cohesive devices
between and within paragraphs
4 10-12
• Assured presentation of fully developed ideas.
• A consistent fulfilment of the writing task and assured realisation of its intended audience.
• Aptly chosen, reasonably extensive vocabulary and assured control in the construction of varied sentence forms.
• Organisation is assured, with sophisticated control of text structure, skilfully sustained paragraphing and the
effective application of cohesive devices.
5 13-16
• Achieves precision and clarity in presenting compelling and fully developed ideas.
• A strong, consistent fulfilment of the writing task sharply focused on the writer's purpose and audience.
• An extensive vocabulary and mature control in the construction of varied sentence forms.
• Organisation is convincing, with sophisticated control of text structure, skilfully sustained paragraphing and the
effective application of cohesive devices.
21
Control and Accuracy
1 1-3
• Sentences are generally clearly structured, with generally sound control
of expression and meaning. A reasonable selection of sentence
structures are used.
• Generally sound control of a range of punctuation devices, enabling
intended emphasis and effects to be conveyed for most of the response.
• Spelling is mostly accurate, with some slips which do not hinder
meaning.
2 4-6
• Sentences are purposefully structured, with sustained control of
expression and meaning. A wide and varied selection of sentence
structures is used.
• Thorough control of the full range of punctuation, enabling intended
emphasis and effects to be conveyed.
• Spelling is almost always accurate, with occasional slips.
3 7-8
• Sentences are convincingly structured, with sophisticated control of
expression and meaning. A convincing selection of sentence structures
is used.
• Control of the full range of punctuation is precise, enabling intended
emphasis and effects to be conveyed.
• Spelling is consistently accurate.
22
Planning
9. Your local newspaper has written an article
criticising young people.
Write a letter to the editor expressing your
views on the subject.
Now execute your plan – 5 minutes to write
your opening paragraph.
23
Section B
Including ‘the GOOD’ and avoiding ‘the BAD’ elements
GOOD
1. Attention grabbing opening.
2. Starting sentences in different ways –
adjective, adverb, subject, connective, verb.
3. Range of sophisticated punctuation – question
mark, exclamation, colon, semi colon.
4. Persuasive techniques – AFORREST etc.
5. Interesting vocabulary.
6. Connectives so build a structure – secondly,
moving on, in conclusion etc.
BAD
1.
Mono-syllabic adjectives.
2.
Boring introductions – “I am writing this
letter…”
3.
Sentences all the same length.
4.
Slang, informal or basic language.
5.
4 line paragraphs.
6.
15 line paragraphs.
7.
Don’t take the piss.
Check your paragraphs for ‘the GOOD’ and ‘the BAD’
#BAD to GOOD
24
SECTION B: WRITING - 24 marks
Answer ONE question in this section.
EITHER
9 Your local newspaper is publishing a special edition about the 2012 London Olympic
Games. The newspaper wants to include young people’s views.
Write a contribution which gives your views about the 2012 London Olympic Games.
OR
10 Write a magazine article which explains the importance of one modern invention that
you think has really changed people’s lives.
PAF
9 Write an article on personal safety for a website for young people.
OR
10 Your local newspaper has published an article with the title ‘Mobile phones are
essential for modern life’.
Write a letter to the newspaper giving your views on this topic.
*9 There have been a number of serious traffic accidents involving children on a busy
road in your area.
Write a letter to your local Council, suggesting ways in which such accidents could be
avoided.
OR
*10Write an article for a teenage magazine in which you explain what changes teenagers
could make to their lives and why.
*9 ‘Young people spend too much money on clothes and are too often influenced by
brands and designer labels.’
Write an article to be included in an online magazine, giving your views on this topic.
OR
*1 0 Your School or College Council wants to appoint new student members to make sure
students’ views are represented.
Write the text of a speech you would deliver to the Council giving reasons why you
should be appointed.
*9 A teenage magazine is including articles on the topic ‘Everybody needs a role model’.
Write an article for the magazine describing your chosen role model.
OR
*1 0 Many schools and colleges help a charity by having a ‘Make a Difference Day’.
Write the text for a speech to give to a class or group, explaining your ideas for such a
day in your school or college.
25
Section A – TKAM
Worth 40 marks
- 6 paragraphs minimum = 2 for a) and 4 for b)
- 5 minutes reading extract and planning
- 20 minutes writing
- 5 minutes finding an extract (Just 1) and planning
- 30 minutes writing
Requirements:
Language features
Clear opening point about the topic
Multiple comments/interpretations – Layers
Influence on the reader
26
Language lift
A) 16 marks
Topic: The verdict
Evidence:
Language feature(s):
Comments/interpretations:
Influence:
What happened after that had a dreamlike quality: in a dream I saw
the jury return, moving like underwater swimmers, and Judge Taylor’s
voice came from far away and was tiny. I saw something only a
lawyer’s child could be expected to see, could be expected to watch
for, and it was like watching Atticus walk into the street, raise a rifle to
his shoulder and pull the trigger, but watching all the time knowing
that the gun was empty.
A jury never looks at a defendant it has convicted, and when this jury
came in, not one of them looked at Tom Robinson. The foreman
handed a piece of paper to Mr. Tate who handed it to the clerk who
handed it to the judge… I shut my eyes.
Judge Taylor was polling the jury: “Guilty… guilty… guilty… guilty…” I
peeked at Jem: his hands were white from gripping the balcony rail,
and his shoulders jerked as if each “guilty” was a separate stab
between them. Judge Taylor was saying something. His gavel was in his
fist, but he wasn’t using it. Dimly, I saw Atticus pushing papers from
the table into his briefcase. He snapped it shut, went to the court
reporter and said something, nodded to Mr. Gilmer, and then went to
Tom Robinson and whispered something to him. Atticus put his hand
on Tom’s shoulder as he whispered. Atticus took his coat off the back
of his chair and pulled it over his shoulder. Then he left the courtroom,
but not by his usual exit. He must have wanted to go home the short
way, because he walked quickly down the middle aisle toward the
south exit. I followed the top of his head as he made his way to the
door. He did not look up.
Someone was punching me, but I was reluctant to take my eyes from
the people below us, and from the image of Atticus’s lonely walk down
the aisle. “Miss Jean Louise?” I looked around. They were standing. All
around us and in the balcony on the opposite wall, the Negroes were
getting to their feet. Reverend Sykes’s voice was as distant as Judge
Taylor’s: “Miss Jean Louise, stand up. Your father’s passin’.”
27
Topic: The verdict
a) Explore how the language in the extract
influences your view of the verdict.
The language used in this extract presents the verdict as physically and mentally damaging to
Jem, almost like a violent act. For example, “Judge Taylor was polling the jury: “Guilty…
guilty… guilty… guilty…” I peeked at Jem: his hands were white from gripping the balcony
rail, and his shoulders jerked as if each “guilty” was a separate stab between them.” the
simile comparing the verdict to a ‘stab’ emphasises how painful this moment is to Jem. The
idea of a ‘stab’ links to the metal scarring that Jem is experiencing. Similarly the word
‘jerked’ suggests the character’s realisation that nothing can overcome prejudice in
Maycomb is being awoken and the pain is heightened by Jem’s admiration for Tom and
Atticus. The adjective ‘white’, used to describe Jem’s hands, suggests that Jem is pale and
weakened by the verdict, portraying the idea that his hope is dying. The ‘white’ features
could even create a link to Boo Radley, as Jem also becomes a ghost-like victim of prejudice.
This language influences the reader to feel anger towards the verdict as they realise, like
Jem, that Maycomb has been unfair and unjust all along.
28
Topic: The verdict
Now Language lift your own quote from the extract, then turn it into a paragraph
a) Explore how the language in the extract
influences your view of the verdict.
b) The verdict is a significant moment for Jem
and Scout. Explore another key moment
for the children in one other extract.
What happened after that had a dreamlike quality: in a dream I saw the jury
return, moving like underwater swimmers, and Judge Taylor’s voice came
from far away and was tiny.
29
it was like watching Atticus walk into the street, raise a rifle to his
shoulder and pull the trigger, but watching all the time knowing that the
gun was empty.
30
1 1-3
• Generally sound understanding of the text
• Generally sound understanding of the writer’s ideas
• Generally sound understanding of how the writer uses language
• Mostly clear reference to the extract to support response.
2 4-6
• Sound understanding of the text
• Sound understanding of the writer’s ideas
• Sound understanding of how the writer uses language
• Clear reference to the extract to support response.
3 7-9
• Thorough understanding of the text
• Thorough understanding of the writer’s ideas
• Thorough understanding of how the writer uses language
• Sustained reference to the extract to support response.
4 10-13
• Assured understanding of the text
• Assured understanding of the writer’s ideas
• Assured understanding of how the writer uses language
• Pertinent reference to the extract to support response.
5 14-16
• Perceptive understanding of the text
• Perceptive understanding of the writer’s ideas
• Perceptive understanding of how the writer uses language
• Discriminating reference to the extract to support response.
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1 1-5
• Generally sound understanding of the text
• Generally sound understanding of the writer’s ideas
• Generally sound understanding of how the writer uses language
• Mostly clear reference to the extract to support response.
2 6-9
• Sound understanding of the text
• Sound understanding of the writer’s ideas
• Sound understanding of how the writer uses language
• Clear reference to the extract to support response.
3 10-14
• Thorough understanding of the text
• Thorough understanding of the writer’s ideas
• Thorough understanding of how the writer uses language
• Sustained reference to the extract to support response.
4 15-19
• Assured understanding of the text
• Assured understanding of the writer’s ideas
• Assured understanding of how the writer uses language
• Pertinent reference to the extract to support response.
5 20-24
• Perceptive understanding of the text
• Perceptive understanding of the writer’s ideas
• Perceptive understanding of how the writer uses language
• Discriminating reference to the extract to support response.
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Section A
Including ‘the GOOD’ and avoiding ‘the BAD’ elements.
GOOD
1. A clear opening point about the topic.
2. The ‘best’ quotes from the extract.
3. Identifying the language feature.
4. Re-quoting the key words.
5. Multiple comments and interpretations –
language lift.
6. Clearly stating the influence of the
language.
7. An original evaluation.
8. Writing enough.
BAD
1.
2.
3.
4.
5.
6.
7.
Mono-syllabic adjectives.
Missing the best quotes.
Missing or incorrectly identifying the feature.
Giving a definition of the language feature.
Basic comments – explaining what the quote
means.
Forgetting the audience and the author.
Incompleteness.
Check your paragraphs for ‘the GOOD’ and ‘the BAD’
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34
35
a) Explore how the language in the extract
influences your view of the verdict.
b) The verdict is a significant moment for Jem
and Scout. Explore another key moment
for the children in one other extract.
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Which, gentlemen, we know is in itself a lie as black as Tom Robinson’s skin, a lie I do not have to
point out to you. You know the truth, and the truth is this: some Negroes lie, some Negroes are
immoral, some Negro men are not to be trusted around women—black or white. But this is a truth
that applies to the human race and to no particular race of men. There is not a person in this
courtroom who has never told a lie, who has never done an immoral thing, and there is no man
living who has never looked upon a woman without desire.”
Atticus paused and took out his handkerchief. Then he took off his glasses and wiped them, and we
saw another “first”: we had never seen him sweat—he was one of those men whose faces never
perspired, but now it was shining tan.
“One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created
equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond
of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase
out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people
who run public education promote the stupid and idle along with the industrious—because all men
are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of
inferiority. We know all men are not created equal in the sense some people would have us
believe—some people are smarter than others, some people have more opportunity because
they’re born with it, some men make more money than others, some ladies make better cakes than
others—some people are born gifted beyond the normal scope of most men.
“But there is one way in this country in which all men are created equal—there is one human
institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein,
and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It
can be the Supreme Court of the United States or the humblest J.P. court in the land, or this
honorable court which you serve. Our courts have their faults, as does any human institution, but in
this country our courts are the great levelers, and in our courts all men are created equal.
“I’m no idealist to believe firmly in the integrity of our courts and in the jury system—that is no ideal
to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting
before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who
make it up. I am confident that you gentlemen will review without passion the evidence you have
heard, come to a decision, and restore this defendant to his family. In the name of God, do your
duty.” Atticus’s voice had dropped, and as he turned away from the jury he said something I did not
catch. He said it more to himself than to the court. I punched Jem. “What’d he say?” “‘In the name of
God, believe him,’ I think that’s what he said.” Dill suddenly reached over me and tugged at Jem.
“Looka yonder!” We followed his finger with sinking hearts. Calpurnia was making her way up the
middle aisle, walking straight toward Atticus.
a) Explore how the
language in the extract
influences your view of
Atticus
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