NOTICES
1) BOTH MARKED AND SCORED MOCK PAPERS WILL BE HANDED BACK TO YOU ON
THURSDAY.
2) COMPLETE THESE IN-LESSON PAST PAPERS EXAMS PROPERLY OR YOU WILL NOT
BENEFIT FROM THE PEER ASSESSMENTS AND, ULTIMATELY, THE UPCOMING MOCK
EXAM.
3) NOTE THE ADDRESS BELOW IN YOUR DIARY. IT WILL BE UPDATED THIS COMING
WEEKEND WITH EXAM SUPPORT MATERIALS USING IN RECENT LESSONS:
WWW.ENGLISH-REVISION.NET
4) This Thursday there will be a one-hour exam support session. Names please.
5) Please hand back a3 OMAM and AIC sheets for photocopying.
ECU
• Act Naturally!
Summary
June 2012 – Q3
(a) What are the facts about the sea and its amazing features, according to Passage
B
(b) What the fisherman enjoys about living in such a desolate place, according to
Passage A.
ADVICE
You must use continuous writing (not note form) and use your own words as far as
possible but also ensure that your notes and continuous writing reflect one
another.
Up to 5 marks are available for the quality of your writing.
YOU HAVE NOW HAVE TEN MINUTES TO BEGIN PUTTING SOME OF YOUR NOTES
INTO CONTINUOUS WRITING.
Use a range of connectives, short sentences and try to embed some quotes into one
another by using punctuation or brief connecting phrases. An exemplar piece will be
shown later this week.
Mark Scheme
• Mark Scheme
Marking Criteria – Writing
Q2: SeMANtic Field
'That's one small step for man, one giant leap
for mankind.’
•
•
•
•
•
•
•
•
•
Alliteration
Statistics
Assonance
Hyperbole
Colloquial
language
Emotive
language
Rhetorical
questions
Jargon
Anecdotes
•
•
•
•
•
•
•
•
•
•
•
Oxymoron
Facts
Pronouns
Opinions
Sarcasm
Simile
Irony
Metaphor
Humour
Personification
Repetition
• Onomatopoeia
• Direct mode of
address
• Imperative
verbs
• Pun
• Modal verbs
• Cliché
• Rule of three
Modal Verbs
•
•
•
•
can could
may might
shall should
will would
Reminder: exam technique: achieving ‘Close,
precise detail’ in analysis.
Establishing shot (ES)
Medium Shot (MS)
CLOSE UP (CU)
Extreme
C
lose-up (ECU)
9
Establishing shot –
the ‘big idea;’ the whole
text
10
Medium shot section/act/scene
11
Close-up shot
- line focus
12
Extreme Close-up shot
- word focus
13
QUESTION TWO
ES – The entire poem (Prose/play – whole text/ACT)
MS – STANZA BY STANZA (prose: Section/scene)
CUS – LINE BY LINE
ECU – WORD level – (consider connotations, writer’s technique,
implication, undertones, irony etc)
Dualistic connotation example: GUN, BIBLE, DARKNESS
I opened a jar of beans as the sun set. I sliced a fresh tomato, and the
sky went dark. As I tore off a piece of bread, I thought of how Paul (my
brother) would appreciate this picnic menu. By the time I finished
eating, drift logs were bumping and then hammering in the dugout. I
couldn’t see them coming in the dark. I tied the packs and baskets to the
thwarts and I cinched the strap on my glasses so that the frame pressed
14
into my face.
SEE NEXT PAGE FOR MARK SCHEME.
Mark Scheme
• Mark Scheme
The appearance of the cloud and the
atmosphere before the storm in paragraph 4
You should have noticed that there is an overall sense of danger to come or awaiting
the inevitable.
• heavy bank of cloud hangs: described as a ‘bank’, which suggests a length of
blackness. This ‘hangs’ as if it only needed someone to release it for it to do its
damage. The word ‘heavy’ suggests the weight of the rain and wind suddenly to
be released.
• no anger yet: personification suggests angry beast which will attack soon.
• menace: creates the atmosphere of threat.
• as if waiting: the inevitability/relentlessness of the storm is shown.
• roll steadily: inevitability/relentlessness of the sustained action.
• tense stillness: create the atmosphere of anticipation.
• No breeze, no sound.: must refer to negative/ominous atmosphere; suggests
unnaturalness; may comment on the rhythm of the words/the repetition/lack of
verb.
• a terrible bowl of blackness: the ‘bank’ has become something more
evil/frightening, something which envelopes and traps, which is apparently
bottomless into which one might fall, suggesting the end of life and matter.
• light…fail: as if the world is coming to an inescapable end.
• the great canvas of nature: suggests the sky is a huge painting in which humans
are tiny/helpless, a feeling evoked by the storm.
The
rain
and
the
wind
in
paragraph
7
You should have noticed that the writer is focusing on the extreme force of the
onslaught and the suggesting that the storm is an indication of elemental
madness or the release of threatening monsters.
• (most) magnificent: ironic as storm typically regarded as destructive.
• unleashed a swirling mass: let off its lead like a pack of wild animals/dogs,
the huge volume of rain circles like a whirlpool.
• tempest: a violent seastorm, capable of extreme damage to property/people.
• beats me (into a crouching apology of a man): weather is physically attacking
and
• reducing/humiliating its human opponent.
• smashes itself : the personification suggests a demented creature throwing
itself against something it wishes to destroy with no regard for itself.
• demented hail of shrapnel: the idea is extended by the shrapnel, which
suggests that the storm has become a battle, with no sane purpose.
• drown me out: the overwhelming of his voice prefigures the threat of literal
death by
• drowning.
• Sheets: the rain coming down seems like a continuous/solid pouring of water.
• frenzied waves: waves behaving as though in a fit of madness.
• rearing their heads: having been ‘unleashed’ the monsters are lined up to
attack.
• monstrous: suggests the idea of strange/enormous creatures from the deep
dragged up by the storm.
MARK AND GIVE AN EBI/WWW
Band 1: Wide ranging discussion of language. Some high quality comments that add
meaning and associations to words in both parts of the question, and demonstrate
9–10
the writer's reasons for using them. May give an overview of the paragraph’s
combined effect. Tackles images with some precision and imagination. There is
clear evidence that the candidate understands how language works.
Band 2: Reference is made to a number of words and phrases, and some explanations are
7–8
given and effects identified in both parts of the question. Images are recognised as
such and the response goes some way to explain them. There is some evidence
that the candidate understands how language works.
Band 3: A satisfactory attempt is made to identify appropriate words and phrases. The
5–6
response mostly gives meanings of words and any attempt to suggest and explain
effects is basic or very general. One half of the question may be better answered
than the other. The response may correctly identify linguistic devices but not
explain why they are used.
Band 4: The response provides a mixture of appropriate choices and words that
3–4
communicate less well. Explanations may be few, short or only partially effective.
They may repeat the language of the quotation or do not refer to specific words.
Band 5: The choice of words is sparse or only partly relevant. While the question has been
1–2
understood, comments are generalised, the response is very thin or only one part
of the question has been attempted.
November 2012
Nov 2012 – Q1
Julia, during her recovery, fully explained her experience to her parents.
A reporter for a newspaper interviews Julia’s parents and asks the following three
questions only:
• What made you choose to visit the rainforest in Ecuador with your daughter, Julia?
• How did Julia’s accident happen, and what did she do to survive?
• What are your thoughts and feelings towards the Achuar people and their way of life?
Write the words of the interview, beginning with the first question.
Base your interview on what you have read in Passage A. Be careful to use your own
words.
Write between 1½ and 2 sides, allowing for the size of your handwriting.
Up to 15 marks are available for the content of your answer, and up to 5 marks for the
quality of your writing.
[Total: 20]
Marking Criteria - Reading
Marking Criteria - Writing
Nov 2012 – Q2
Re-read the descriptions of:
(a) the rainforest and its wildlife in paragraph 1, from ‘The family was
trudging…’;
(b) Julia’s walk through the rainforest in search of her parents in paragraph
4, from ‘Hours later…’.
Select four powerful words or phrases from each paragraph. Your choices
should include imagery. Explain how each word or phrase selected is used
effectively in the context.
Write about 200 to 300 words.
[Total: 10]
Marking Criteria - Reading
Marking Criteria - Reading
Nov 2012 – Q3(a)
(a) Notes
Read carefully Passage B in the Reading Booklet Insert and then answer
Question 3(a) and (b)
(a) What does the Kalahari expedition offer a traveller, as described in Passage
B?
Write your answer using short notes.
You do not need to use your own words.
Up to 15 marks are available for the content of your answer.
[Total: 20]
Nov 2012 – Q3(b)
(b) Summary
Now use your notes to write a summary of what Passage B tells you about
what the Kalahari expedition offers a traveller.
You must use continuous writing (not note form) and use your own words
as far as possible.
Your summary should include all 15 of your points in Question 3(a) and
must be 200 to 250 words.
Up to 5 marks are available for the quality of your writing.
Marking Criteria – Writing (3b)