English Language Paper 2 Q2 Exemplar Answer

Firstly Martin no longer is in the employment of

 

the prison service. He has been “dismissed”. He

 

 lost his job for his act of kindness which was

 

against the rules, whereas the prison guards

 

at Medway have not been fired, they are simply

 

“suspended” after their terrible acts against child

 

 prisoners. This shows that Martin is not

protected by his employers (and shows Martin in

a better light than his employers as his act was an

act of kindness), whereas the Medway prison

 guards are better protected by their employers

and do not face immediate harsh consequences

 for their disturbing behaviour.

Martin is shown to have empathy and caring

 towards his charges, as he gave “biscuits to a

 little hungry child”. Whereas the G4S officers do

 not have empathy and are cruel to their charges

 as they used “unnecessary force” and “foul

 language”. This shows a big difference in how

 Martin sees and treats the child prisoners

compared with the G4S guards.Martin is shown to

 be human and caring, whereas the G4S officers

 are shown in a negative light – they are bullies.

Martin acted alone as he solely gave the child a

biscuit, whereas the G4S officers – there were

“seven”. Martin is brave and not afraid to go

against what is the norm whereas the G4S officers

 act as a pack and perhaps lead each other on,

 they are not portrayed positively and we see

them as a gang.

 English Y11 Map – 2017

Journey to the end

 

 

 

WEEK	Week Beginning	Topic	Exam/Assessment	Revision Am Class Wed 8-840	Revision Pm class (every 2 weeks) Tues after school 3.40-4.30
Christmas Holidays
19	23rd  Jan	English Literature Paper 2 Sections B and C   English Language Paper 2		Macbeth
20	30th Jan			Macbeth	First session- -English Language P1 Q3
21	6th Feb		Eng Lit Paper 2 Sections B and C Final Thursday (9th)double in class	Unseen Poetry
Half Term
22	20th Feb	Eng Lang P2 Sections A and B		Pigeon English	Second – English Language P1 Q2
23	27th Feb	Eng Lang P2 Sections A and B		Pigeon English
24	6TH Mar	Eng Lang P2 Sections A and B Thursday double (9th)		Pigeon English	Third – English Language – P1 Q4
25	13th  Mar	REVISION English Literature P1 Macbeth	Eng Lang P2 Whole Paper Week 4 Tues 14th March P1 and 2 half year group P3 and 4 other half of year group	Eng Lang P2
26	20th  Mar	REVISION English Literature P1 Macbeth/A Christmas Carol		Eng Lang P2	Fourth – English Language P1 Section B
27	27th Mar	REVISION English Literature P1 Macbeth/ A Christmas Carol	Eng Lit P1 In class Thursday 30th March Eng Lang P2 marks back to children  - use this to inform Easter homework	Eng Lang P2
Easter Holidays
Easter Holidays
28	17th  April	REVISION Pigeon English		Cluster Poetry
29	24th  April	REVISION Poetry (Cluster and Unseen Key focus: Comparison skills)		Cluster Poetry
30	1st May	REVISION English Language P1		A Christmas Carol
31	8th May	REVISION English Language P2		A Christmas Carol
32	15th May			A Christmas Carol
33	22nd May	ENGLISH LIT P1 AQA EXAM			FRIDAY 26TH MAY ENGLISH LIT P2 AQA EXAM
Half term
34	5th June		ENGLISH LANG P1 AQA EXAM
35	12th June	ENGLISH LANG P2 AQA EXAM

 

 

 

 

Pupils are expected to attend the Revision weeks in class having already revised independently. They should be arriving to class with specific questions that have arisen in the course of their revision of that topic.

 

Final exam dates:

English Literature Paper 1 (Shakespeare and A Christmas Carol) - 22^nd May 2017

English Literature Paper 2 (Pigeon English and Poetry) – 26^th May 2017

English Language Paper 1 – 6^th June 2017

English Language Paper 2 – 12^th June 2017

 

 

How to revise English: English Language (Exam Board: AQA)

Reading Section:

 

You need to know a wide range of language and structural devices and then be able to identify these in texts. This means you need to build up your awareness of these devices and then expose yourself to a large amount of texts and identify the devices in the text.

 

For example:

Tomorrow, and tomorrow, and tomorrow,   Creeps in this petty pace from day to day,   To the last syllable of recorded time;   And all our yesterdays have lighted fools   The way to dusty death. Out, out, brief candle!   Life's but a walking shadow, a poor player,   That struts and frets his hour upon the stage,   And then is heard no more. It is a tale   Told by an idiot, full of sound and fury,   Signifying nothing.

 

a)      Read the text and identify the main ideas/ themes – what is the text about.

b)     What explicit information does the text give the reader? The candle is out.

c)      What implicit information does the text give the reader? His life is over.

d)     Look more closely at the language and pick out specific devices Metaphor - candle

e)      What are the effects of the device and how does it further the main idea? In this extract what does the use of the metaphor of the candle tell us about life?

f)       Look more closely at the structure of the text and structural devices used

g)      What are the effects of the structural features and how do their use further the main idea?

 

Writing Section:

 

Writing is connected to reading – reading widely exposes the reader to a vast array of writing styles and shows you language and punctuation in action, being used properly.

 

You must then write, and redraft, redraft, redraft. The best way to improve is to:

·         write a story (have a look at art/pictures or even news pictures for inspiration) in timed conditions (45 mins)

·          review it after a period of time (a day or two), your critical eye will notice errors

·          redraft this

·         Repeat this process several times

Ensure you use a wide range of language and structural devices, and be clear on punctuation and its uses. Aim to use 4-6 pieces of punctuation accurately in your writing.

 

How to revise English: English Literature (Exam Board: AQA)

Set texts:

 

Macbeth A Christmas Carol Pigeon English Power and Conflict poems (All 15 in AQA Anthology)

 

For each set text you need to:

·         Be aware of the main ideas/ themes in the text: why was it written, what is it about (e.g. love/ immigration/ gang violence/ power/ ambition)

Macbeth – power/ ambition/ power corrupts/ ambition is dangerous

·         Who are the key characters and how do they further the themes

Macbeth/ Lady Macbeth

·         What key quotes highlight the characters and themes

“take my milk for gall”

·         What language devices does the writer employ and how do these further our understanding of character and/or theme?

Word choice and contrast – contrast between milk and gall highlight the gulf in Lady Macbeth’s character in comparison to other women as she commands supernatural forces to: “take my milk for gall” Milk is a symbol of Lady Macbeth’s femininity, ability to nurture and also a symbol of life. It is significant that she wishes to have this removed from her – she wishes to be deadly. Furthermore she then wishes to be consumed by poison. Not only this, but to replace a nurturing aspect associated with babies and new life with deadly poison shows her complete rejection of goodness and her lack of humanity. 

·         What structural devices does the writer employ and how do these further our understanding of character and/ or theme?

What is interesting is if we look at the first words uttered by LM and M on seeing each after a long time apart. Lady Macbeth says: “Great Glamis, Worthy Cawdor”. It is interesting to note that she refers to his titles and status. Clearly this is how she looks on him – as a status, and from him she gains status. This shows the reader that the thing uppermost in her mind is status and hence her ambition, and shows her obsession with power. She sees her husband as a role, not as her love. In contrast, Macbeth’s first utterance to his wife is: “Dearest love”. This is juxtaposed to his wife’s welcome and shows the reader that he, in contrast, sees his wife for exactly that: his wife, his love.

·         What is the contextual background of the text and how does this change our view of a character?

As much as the reader understands from this contrast that Lady Macbeth is evil, we cannot help but admire her defiance and utter rejection of the expectations of women in the Jacobean time. She can be looked upon as an atypical hero due to her incredible willpower, strength and determination to subvert the expectations of women.

Additional resources

 

The main texts are the primary set texts.

Every time these are read, a new and deeper understanding will emerge. It is crucial that students are not just familiar with, but have a deep understanding of the texts. They should be able to discuss them at length.

 

In addition the following websites may prove useful:

 

http://www.bbc.co.uk/education/subjects/zr9d7ty  (English Language)

http://www.bbc.co.uk/education/subjects/zckw2hv (English Literature with set texts)

http://www.bbc.co.uk/education/topics/z2b2tyc (Spelling, Punctuation and Grammar)

http://literary-devices.com/