5 Minute Writing Challenge

1. 5 Minute Writing Challenge Slick First sentence should begin with a preposition Glassy Iridescent Myriad Include a one line paragraph Acrid Prevailing Gloomy Third sentence should begin with an adverb Personify a street light Describe a faraway sound

2. GCSE Language Paper 1 – Explorations in Creative Reading and Writing Tuesday 5th June - 9:00 am Reading Time – 10 mins max • Q1: Retrieval from specified lines; 4 marks – 5 mins • Q2: Language Analysis; 8 marks – 10 mins • Q3: Structure Analysis; 8 marks – 10 mins • Q4: Evaluation of a statement about a section of the text (including AO2 analysis); 20 marks – 25 mins • Q5: Narrative/Descriptive Writing; 40 marks - 5 mins plan, 35 mins writing, 5 mins proofreading. Paper 2 – Writer’s Viewpoints and Perspectives Friday 8th June - 9:00 am Reading Time – 15 mins max • Q1 – Identifying T/F statements from from specified lines – 5 mins • Q2 – Summarising the differences/similarities – implicit and explicit – 8 mins • Q3: Language Analysis 12 mins • Q4: Comparison of different perspectives; 16 marks – 20 mins • Q5: Non fiction transactional Writing; 40 marks - 5 mins plan, 35 mins writing, 5 mins proofreading.

3. Each paper is worth 80 marks which makes 160 in total. • This was the grade break down last year:

4. These are the main techniques that you need to learn and remember for Paper 1, Section A.

5. Language Paper 1 – Run through and Reminders Suggested order and timings for answering questions: Reading time = 10 mins– do this properly – now is not the time to skim and scan! Then answer Q1 (5 mins during reading time if possible) Then answer Q3 (10 mins) Or Q2 (10 mins) – your strongest one! Then answer Q4 (25 mins) – Never miss out Q4! Then answer Section B, Question 5 – 5 mins planning, 35 mins Writing, 5 mins proof reading Then answer Q3 or Q2 (10 mins) – your weakest one!

6. Question 1: ‘List four things’ – 5 mins • Make sure you block off the correct lines. • Highlight relevant information - make everything you find fits the focus of the question • Write your answer. When you answer, it is best to start your answer using a pronoun or the name of the person/place you are finding information about – e.g. He is…/ It is…. • You can directly quote OR paraphrase • Be EXPLICIT • If you are quoting, making sure it makes sense as a stand alone statement- read it back, if it doesn’t answer the question or make sense- CHANGE IT

7. Lessons learned from last year’s cohort • The examiners’ report suggested that the average mark for this last year was 3 out of 4, which means that a lot of students dropped an easy mark. Why? • People didn’t always use the correct lines. • Their answers were too vague – they’ve tried to read between the lines.

8. Question 2: Language Analysis – What? How? Why? 18 Marks - 10 Mins • Read the question carefully. • Identify and underline the focus of the question. • Use the bullet points to read and analyse the extract: You must look at the impact of individual words (reference the word class), you must look at language techniques (look for a range of language devices) but you should only look at sentence structure IF there is something really important to say. • Write 2-3 Effective and linked W-H-W paragraphs. • You need to support each point with a quotation. Keep it short and embed it if you can. Don’t write, ‘This can be proved by the quote ‘patted her fondly’. Instead, embed your quote in your point. The writer uses the verb ‘patted’ alongside the adverb ‘fondly’. • Do not just identify the technique e.g. a simile you must identify the effect it has You need to discuss the effect of the language because it’s not good enough to just feature spot. If you see a metaphor, great, but you must write about the effect of that metaphor to get marks for it! • When you discuss the effect of your chosen quotations, you need to consider three things: what the language makes you think, feel and imagine. • When you’re making AO2 comments, remember that you need to keep your comments about the effect on the reader. What does it make them think, feel and imagine? If you can explain each thoroughly, this will help your comments to be detailed and perceptive. E.g a feeling of suspence, excitement, mystery … and then explain why. • To get the best marks you need to say something perceptive – in other words beyond the obvious

9. Example Question Question 2 • Take a detailed look at lines 1-6 of the source: How does the writer use language to describe the weather? • You could write about:- • Individual words and phrases • - Language devices It was on a dreary night of November that I beheld the accomplishment of my toils. With an anxiety that almost amounted to agony, I collected the instruments of life around me, that I might infuse a spark of being into the lifeless thing that lay at my feet. It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs.

10. Example What?How?Why? Paragraphs • In this extract, Shelley uses the literary device of pathetic fallacy, using setting to reflect Frankenstein’s mood. Shelley’s use of grim weather, with rain that ‘pattered dismally’, reflects and foreshadows Frankenstein’s mood over his creation. The use of onomatopoeia in this quotation is also very effective. By describing how the rain ‘pattered’ (with the use of the present participle) as it hit the window, the reader can imagine the scene more vividly–it’s as if we too can hear the raindrops. This then scares the reader and increases the tension. We begin to experience the events of this chapter as if we are in the room with Frankenstein himself. • Shelley uses sentence structure to convey the overwhelming power of the bad weather in the extract.The long sentence 'It was already one in the morning...a convulsive motion agitated its limbs' is made up of numerous clauses and is so long that it is difficult to read aloud without becoming breathless. Shelley deliberately uses this technique to convey the fact that the weather is overwhelming, just like the use of sentence structure.With two semicolons and five commas, this sentence is chaotic. The chaotic sentence structure reflects the chaotic weather, mirroring the chaos of the experiment taking place.

11. What? How? Why? Power Up! • Want to secure those 8 marks? • Don’t just write 3 separate W-H-Ws, but build an overall response that considers the writer’s purpose • Provide multiple interpretations of the word/technique/sentence form that you’ve identified • Link this to the Purpose of the extract • Consider audience response and how effectively the writer has created this The reader could respond in several different ways, firstly… The extract as a whole effectively communicates the writer’s ideas about… The semantic field used by the writer helps to embed the themes of…. The writer has chosen to choose this particular word/technique/sentence type because… The writer has created the overall impression of…

12. Q2: Lessons learned from last year’s cohort’s mistakes • A lot of students picked out language features but didn’t link to the effect. Therefore you need to think about the overall effect of the passage and then the specific effect of the individual word or technique. • They wrote too much on it or spent too long on it – spend 10 mins max on it as the other questions that are worth more marks need more of your time. • You don’t need to use all three bullet points – it is better to cover at least 2 bullet points but choose the ones that are most effective.

13. Question 3: Structure Analysis What? How? Why? 8 Marks – 10 minutes • Remember that Q3 is based on the whole extract - Therefore it is often better to answer it after Q1. • The exam board have edited it and have edited it to make it appropriate. suggested that it will come from either the opening or a tense moment in a text therefore make sure you read the information at the top of the source to check where it comes from. • The extract may have a classic structure (Freytag’s Pyramid): E.g. Exposition, Rising Action, Climax, Falling Action and Dénouement • It may have a cyclical striucture • Or it may play around with specific structural techniques such as analepsis (flashback), prolepsis,

14. Top Tips • Whilst reading the extract the first time it is important to consider what each paragraph focuses on: • If you consider the rules of paragraphing, you know that you change paragraph using TiPToP (Time, Place, Topic and Person speaking) therefore, in theory, each paragraph in the extract could focus on something different • Try to annotate for this question when reading the first time. • Write up as What? How? Why? Paragraphs in no more than 10 minutes.

15. Typical Question Therefore in this question, the extract probably focuses on the rising action moment in the novel Question 3 • Answer this question based on the whole source. This extract is taken from the middle of a novel. • How has the writer used structure to interest the reader? • You may write about: • What the writer focuses on at the start • How and why this focus changes through the extract • Other structural features[8 marks] Who or what is focused on at the start? How does that have an impact on the overall effect? Does the focus change? Why does the writer change focus? What effect does this have? This is a chance for you to be original and perceptive. R. Look back at the extract and see if you can spot anything that we haven’t already covered. This is when you might consider other techniques such as: analepsis, prolepsis, foreshadowing, repetiton of a feature or idea

16. Other Structural Devices:

17. Key Phrases At first Then At this point Changes the scene to Shifts away from Now The author then introduces Narrows down Focuses in Wide view Eventually The author goes back to The writer has made this part of the story interesting because…. Finally

18. Q3: Lessons learned from last year’s cohort’s mistakes • Students analysed language rather than structure – don’t! You won’t get any marks for it. • Don’t spend too long on it or write too much – it is 8 marks and you should only spend 10 mins on it (this is easy to do if you do the annotating for it whilst reading through the first time) • People oversimplified their answers – Don’t just say what happens in different parts, say why it significant, and why it is significant that it happens where it does e.g why does the focus change from setting to character etc • People overcomplicated their answers – E.g. using terminology that you don’t fully understand

19. Question 4: Evaluation: SQUAD Paragraphs; 20 marks - 25 mins • Read the focus of the question – VERY CAREFULLY! You will be given a statement about a section of the text (usually the end) and you need to evaluate whether you agree with the statement. • Segment off the correct lines – only refer to this part! • Look for information/ quotations that make you agree in one colour and then perhaps other things that make you not agree in a different colour • Use the bullet points to remind you of what to include in every single paragraph (Things that relate to the statement, use quotations, and then how these create this, i.e. the methods (AO2)) • Find at least 4 things and then write about them using SQUAD paragraphs: A Statement about something that makes you agree/disagree, A Quotation, Analyse the quotation for AO2, Develop your answer to explain why it contributes to the statement or not.

20. Example Question: Make sure you write about the right lines! You should base your answer on lines 14 to 37. • A student said: "The writer makes it feel as if you are inside the room with Dr Frankenstein, experiencing everything he is experiencing". To what extent do you agree? In your response, you could: • - Write about your impressions of Dr Frankenstein- Analyse how the writer has created these impressions- Back up your answers with quotations from the text [20 marks] Carefully identify the statement and then look again for the evidence. Use the bullet points to construct every single paragraph of your response. These make up SQUAD. Things that relate to the statement, use quotations, and then how these create this, i.e. the methods (AO2) but also tone, word choices, symbolism, sentence types, imagery and more

21. Q4: Lessons learned from last year’s cohort’s mistakes • They didn’t spend long enough on it or write enough – This is worth more than twice the marks of either Q2 or Q3 – therefore you need to write about it in sufficient detail. • You can fully agree, or somewhat agree but you must have the evidence to back up your claims and have analysed how. • They didn’t explain ‘how’ – this is an important and integral part of the question – if you use SQUAD you will do this – it can be language, structure, form, tone, sentence length etc - if you look at the mark schemes it can be anything that is relevant to the question.

22. Question 5: Narrative or Description • You get a choice of two questions. Choose ONLY ONE to answer. • One will be based on a photo stimulus and one will be a more typical question. • There may be a choice of either Narrative or Descriptive but you may get both narrative or both descriptive, therefore it is essential that you read the questions VERY CAREFULLY. • The best thing to do is to try to use some of the key techniques that you have analysed and argued are effective in Q2, Q3 and Q4 in your own writing. Consider very carefully how you will structure it and the way in which you will use language to achieve your desired effect. You get marked on … • AO5: Effective communication that is imaginative, appropriate to task in style and tone, organised effectively with key gramatical features used to support this. (24 marks) • AO6: A range of effective vocabulary and sentence structures and accurate spelling, punctuation and grammar (16 marks).

23. Top Tips for Description • Use the senses: Sight, Sound, Smell, touch (if appropriate – taste) • Use figurative language: use the techniques you have learned to go beyond the literal meaning • Actively construct your sentences: don’t over use the first person; change your openings to create different effects, e.g. begin with a verb, or an adverb or a preposition. Ensure that you vary the lengths of your sentences. • Create the right tone – choose appropriate vocabulary – it is easier to write about darker, negative things.

24. Top Tips for Narrative • Look carefully at the question (you may need to write the beginning/ or the ending – ensure that you do that! • Then use the correct features of Freytag’s pyramid. Openings focus on the exposition with perhaps one event (description of key settings, characters). • Have a convincing narrative structure (look for inspiration at Q3 – what structure does the extract use? If it is an • Show, don’t tell – give clues but don’t tell them everything! E.g. Her eyes searched quickly, flitting around the room; it had to be here somewhere. Her hands were beginning to shake – the familial signal from her bloodstream that time was running out… Is much better than saying ‘She was looking around the room for drugs’ • Ensure that your vocabulary and sentence structure helps to achieve your intended tone

25. Description Narrative: In narrative writing, you should aim to tell a whole story or part of one. You will need to shape the characters and plot for the reader to give a clear sense of what’s happening. Choose either first or third person and make a note of it at the top of your page. Don’t try and fit too much in – decide on three or four points of plot and make them relatively realistic. Chose a tense (easiest to go with past) and stick to it! Open in an interesting way. Plan what your narrative structure will be and then do it – if you have planned the examiner will see where you were going with it! Consider using Chekhov’s Gun technique – focusing in on something in the description at the start that will have a critical role to play in the plot later. • In descriptive writing, you should aim to re-create a scene or experience for the reader. • Imagine it’s like a photograph – a snapshot taken at one point in time. • Write in third person and past tense – it’s easier! Write it at the top of your page as a reminder. • Start off by looking at the whole scene then zoom in on smaller details. • Explore colour, shapes & the senses in your description.

26. Description - One planning method DROP The reader into the action. SHIFT To another time (e.g. flashback) or contrasting mood or alternative place.  ZOOM IN On a tiny detail back where you started. ZOOM OUT And leave the location. 

27. Drop (e.g. Weather) …………………………………………………………………………………………………………………………………………………………………………….. Shift 1 (e.g. Train) …………………………………………………………………………………………………………………………………………………………………………….. Zoom in (Driver) …………………………………………………………………………………………………………………………………………………………………………….. Zoom out (Ocean) ……………………………………………………………………………………………………………………………………………………………………………..

28. Example plan DROP • Start with the mist enveloping everything • Early morning makes the forest seem dreary • Tall trees – personify like soldiers/towers • Sound of silence. Rotting leaves, autumn – all is beginning to die. • Grandfather has just died.  SHIFT • 6 months earlier- - happy memory. • Bright day, walking through the forest with grandfather. Sun shining through trees. • Describe him physically; show what he was like as a person. ZOOM IN • Back in the present. Dreary again. • Zoom in on a leaf slowly tumbling through the air. Its movement. Seems like slow motion. How fragile it is. How it’s falling. Last sign of life. ZOOM OUT AND LEAVE • Look around again. Describe the mist as it reaches me and wraps wrapping itself around. All becomes white.

29. Freytag’s Pyramid – Narrative Planning

30. Cyclical Structure – Planning Method

31. Q5: Lessons learned from last year’s cohort’s mistakes • Lack of planning and Proofreading – if you don’t plan you won’t be as successful – Remember the Ps! (Planning, Proofreading, Punctuation, paragraphing) • Lack of structure – utilise the ideas you’re thinking about in Q3 – ensure you deliberately use the structural techniques. • Writing too much or too little - Aim for 2-3 sides of paper (it is 40 marks so it needs to be developed enough but not too long). • Not being creative enough – don’t be too formulaic! • Not using sufficient punctuation - Ensure you know how to use apostrophes and commas, see the blog!

32. 5 Minute Writing Challenge Desolate First sentence should begin with a verb. Barren Devoid Tendrils Third sentence a subordinate clause. Inky Wretched Include a … in your sixth sentence Macabre Describe the taste of the smoke. Personify a cloud.

33. 5 Minute Writing Challenge Lingering First sentence should begin with an adverb Sparse Skeletal Wisps Second sentence an embedded clause Ethereal Fronds Melancholy Include a ; in your fifth sentence Describe the texture of the bark. Personify a leaf.

34. Language Paper 2 – Run through and reminders Suggested order and timings for answering questions: Reading time = 15 mins– do this properly – now is not the time to skim and scan – Remember to read both texts! Then answer Q1; T/F understanding (4 marks) (5 mins during reading time if possible) Then answer Q3: Language Analysis (12 marks) (12 mins) Then answer Q4: Comparison of writer’s perspectives (16 marks) (20 mins) – Never miss out Q4! Then answer Section B, Question 5 – 5 mins planning, 35 mins Writing, 5 mins proof reading Then answer Q2: 8 Marks (8 mins)

35. Paper 2 – What to expect! • You will get two non-fiction extracts, linked in topic of an issue but written in different centuries. • They may be written in different forms. E.g. you may get a 19th century newspaper article and a 21st century blog.

36. Question 1 – Identification of True/ False information – 4 marks/ 5 minutes • Question 1 assesses your understanding of the obvious and subtler parts of the extract. • The question is worth 4 marks, and you should spend around 5 minutes answering it. • You will be directed to a certain portion of one of the sources and asked to pick out a number of truths from a list of statements. • You must base your answer on the section explained in the question. Remember: you must make sure you take your answers from the correct lines. The lines will be numbered on the left-hand side of the page. • Draw around the lines to make sure you know where your answer needs to come from. • Some of the answers will be explicit (easy to understand) some will be implicit (implied but not directly stated) • Make sure you ONLY shade 4 • Make sure you only shade the circle inside the box.

38. P2Q1: Lessons learned from last year’s cohort’s mistakes • 12% students did not get full marks for this question – it is marked by a computer, so there is no human being checking your mistakes – therefore you need to answer the question correctly. • Shade the circle inside the box only if you believe it is true. Do not shade in anything else! • Read all of the before shading in anything to avoid making mistakes.

39. P2 Question 3: Analysis of Non Fiction Language; 12 marks – 12-15 mins (write approximately four What? How? Why? Paragraphs) • This is a trickier question than it may seem as you may be faced with 19th century non-fiction. If you can, analyse the language whilst you read the source through the first time. • You need to check which source and specifically which lines you need to analyse. Block these off. • You need to check the focus of the question, i.e. what or who you are being to asked to analyse the language about. • You are also not given any bullet points but need to remember to look for the impact of individual words, language techniques and, if appropriate, sentence forms. • In an ideal world you wouldn’t use any formulaic responses to language analysis but it may help you to look for the figurative techniques you would have found in paper 1 as well as potentially ARRESTEDtechniques: Alliteration; Repetition; Rhetorical Questions; Emotive Language; Statistics, Three, rule of; Exaggeration (hyperbole); Direct Address. • Annotate the specified lines. • Write your answer using W-H-W? Paragraphs. The second W is the most important – the effect is what is going to get you the marks. What does the technique make the reader think, feel or imagine? If you can’t think of the effect of something – don’t write about it!

40. P2-Q3: Lessons learned from last year’s cohort’s mistakes • 20% of students achieved a low mark for this question last year. • Students simply spotted techniques and didn’t write about the effect - It is not about spotting or defining techniques – you need to analyse the effect of this. What does the technique make the reader think, feel or imagine? If you can’t think of the effect of something – don’t write about it!

41. Mark Scheme Paper 2 – Question 4: Comparison of writers’ attitudes: All of Source A and all of Source B: 16 marks, SQUAL Paragraphs • You need to make sure that you read the focus of the question carefully – look at this question before you read the sources. This will help you. • You need to show the examiner that you have looked at the whole of the sources, therefore try to make points from across the texts. • Use the bullet points to remind you of what to include in EVERY single paragraph. • Although it is not a language analysis question you are being asked ‘how’ they get across their perspectives so you do need to consider the methods used to demonstrate this. You could consider: Form, tone, formality, irony, descriptive techniques, ARRESTED effects, sentence structures, the impact of humour, the impact of individual words and their word classes. • Using SQUAL paragraphs: Statement that addresses example of the perspective of source A or B, Quotation, Analyse the Quotation for methods, what it suggests and its effect, Link to the similarity or difference in the other source.

42. P2-Q4: Lessons learned from last year’s cohort’s mistakes • It is a difficult question. In 2017 –average mark out of 16 was 7.3 = less than half marks! • The ‘how’ part was often missed out – you need to analyse a method in every single paragraph. Consider pinning a perspective onto methods. Consider why the writer has used the methods to demonstrate their perspective. • Students didn’t write enough – it is 16 marks. Make sure that you write enough about this question. Write at least 4 SQUAL paragraphs.

43. Paper 2 – Question 5 • You will be given a specific purpose, audience and form for this question. • Around a third of the marks available in Section B are awarded for spelling, punctuation and grammar, so it is not just about what you write, but how you write it. • The question will be framed as a polemic statement (a strong opinion that attacks something). You will then be asked to explain your point of view in response to this statement using a particular form.

44. What you need to do to be successful • You must pay close attention to the Purpose(are you trying to persuade, influence, educate, inform etc.), Audience(what do you imagine is the position of your audience? What do they already know?) and Form (is it a letter, article, speech etc. – Make sure you use the features of form). • Use the features of form: See separate sheet • You need to craft your writing: Use Language Devices for effect (ARRESTED+), Vary your sentences, having an effective voice! Utilise the kinds of effects you have analysed earlier in the paper.) • Craft your argument – have a plan – consider the counter argument. Use structural features. • Use high level formal vocabulary • Write 2-3 pages – This will be sufficiently developed enough and not too long

45. PLAN! It’s there in black and white. PROOF READ! Write in SENTENCES! PAF! Technical Accuracy

46. P2-Q5: Lessons learned from last year’s cohort’s mistakes • Lack of planning – it says to do this, therefore do it! • Students wrote too little or too much – it needs to be about 2-3 pages. This is sufficiently developed but not overly long (which doesn’t allow you to be technically accurate enough). • Almost 40% of students were awarded a mark in Level 2 for their technical accuracy skills. This is down to a Lack of proof reading – don’t throw away 16 marks.

47. P2Q2 – summarizing the differences about a given focus Answer this question last! It is only 8 marks and covers both texts therefore it is complicated – Write 4 concise SQI Paragraphs – 8 minutes • You need to summarise (DON’T ANALYSE LANGUAGE) • You need to include the explicit and implicit information. • It needs to focus on the differences about the focus of the question. • Use SQI1 + SQI2 as a formula - Write a statement about 1 source, find a Quotation to back it up, infer what it means or suggests, then write a paragraphs demonstrating a difference in the second text • Try to avoid going for just the most obvious things.

48. P2Q2: Lessons learned from last year’s cohort’s mistakes • The average mark for this question was 3.8/8 therefore most students got fewer than half marks for this question. • Students didn’t identify clear differences that address the tight focus. You need to look closely at the focus. • Students didn’t infer meaning. This means it is something that you have worked out. What have you realised by the evidence that you have found.

49. Practice Questions for Question 5