Updated Y11 The Top Tips - English Language Paper 2

Top Tips - GCSE English Language Paper 2 AQA Non-Fiction

This Genially will help you to prepare as you revise for GCSE English Language Paper Two

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Overview Paper 2 Sections A and B

Section A - Reading Questions on TWO non-fiction sources

Question 1 - Choose four true statements (4 marks). Spend about 6 min on this question. Question 2 - Synthesising two sources (8 marks). Spend about 12 min on this question. Question 3 - Language analysis on a section from one source (usually source A but check the question) (12 marks). Spend about 18min on this question. Question 4 - Compare both sources writer's views (through the methods) (16 marks). Spend about 24min on this question.

Section B - Writing (transactiona writing - non-fiction e.g. article or speech

Question 5 - transactional writing task (40 marks). Spend 45min on this question

Question 1 - (4 marks)

Tips - Question 1 - (4 marks)

This question assesses AO1 - Explicit information

• Read the question carefully. Underline key words in the question.
• Check you have the correct section of the source (remember you get source A and source B) and section (which line numbers).
• All you do is mark a cross in the box.
• Find 4 true things in the source - Go through each statement carefully. Cross check and highlight key words from the source.
• It's a process of elimination.

Go to Question 2

Question 2 - Synthesising (8 marks)

Tips - Question 2 - Synthesising

This question assesses AO1 - Synthesising (infer the writer's ideas from each source in relation to the focus of the question.

• Summarise (understand the main ideas in each source).
• Infer what the idea is and write about it. No need to mention language/ structure techniques (writer's methods). Infer what each writer is saying and their ideas. Check the focus of the question if you are looking at differences or similarities.
• Aim for 2 or 3 paragraphs

Go to Question 3

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Question 2 - Synthesising - AO1

You need to refer to Source A and Source B for this question. The writers in Source A and Source B are travelling on very different types of boat. Use details from both sources to write a summary of what you understand about the different boats. [8 marks]

Source A

Source B

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Question 3 - Language Analysis - (12 marks)

Tips - Question 3 - Language Analysis (12 marks)

This question assesses AO2 - it is ONLY Language features and it is from one source. Make sure you check the question and get the correct source.

• Identify language features - use the correct subject terms e.g. metaphor, personification, adjective or adverb.
• Infer and write about how it engages the reader in relation to the focus of the question.
• Aim for 3 -4 paragraphs and link each explanation back to the point.

Go to Question 4

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Question 3 - Model Answer (partial response)

Q3 Source A

In this extract, the writer uses personification to present the oceans power as being engulfing. The word 'belly' creates the parallel between the ocean and a living organism, more specifically a predator. This creates the sense that the first person writer was being swallowed and eaten by the ocean. This arguably gives the impression that he is like its prey and is helpless in comparison to the power of the ocean. It also creates the impression that the ocean acts deliberately and with intent, as though it is consciously using its power to engulf the rower. This make the ocean's power seem far more threatening as it create the impression that it is out to get the rowers. Furthermore, the writer uses language to convey the overwhelming size and scale of the power of the ocean which dwarfs any human being and thus gives the impression of powerlessness in comparison to the ocean. The writer uses adjectives such as 'vast' and verbs such as 'towering' to convey the almighty scale and size of the ocean's power. This impact is achieved as it belittles the person and makes them feel minute, thus presenting the ocean to be far more powerful to an overwhelming extent. The writer adds to this overwhelming feeling by describing the ocean as 'bottomless'. This alludes to an infinity that overwhelms as the infinite is a concept human minds cannot grasp and so perhaps implies that like the infinite, we cannot grasp the size and scale of the ocean.

Question 4 - Comparison of sources (16 marks)

Tips - Question 4 - Compare writers' ideas and perspectives (16 marks)

This questions assesses AO3 - You need to show the examiner you can compare writers' ideas and perspectives across the sources (A and B).

• Identify the writer's ideas/ views.
• Analyse the methods they use - use the correct subject terms e.g. metaphor, zoom in, perspective.
• Infer and write about how each quote supports the point.
• Aim for 4 paragraphs - give critical analysis as you explain.

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Question 4 - Partial model answer

Question 4

In source A the writer Ben Fogle seems to convey the uncertainty of being at sea through his description of the struggles he faced at sea. Fogle utilises his feelings to convey his experience at sea as he describes he 'began to feel vulnerable again'. The word 'vulnerable' itself suggests that he does not feel safe out at sea with this perilous weather with wind 'gusting at 40 knots'. The passage describing this specific event in source A begins with a short simple sentence 'it was still dark' which connotes that there is still danger about in both the literal as well as metaphorical sense. Literally it is dark and difficult for Fogle to observe and read the waves 'to prepare for the breakers'. Metaphorically it is still a dark time as many perilous paths still remain in their journey across the Atlantic Ocean and as they are with no help, stuck hundreds of miles away from the nearest boat'. This shows how Fogle felt hopeless in this situation when he is thrown overboard by the sea. Whereas in source B, a very similar method is used to present the viewpoint of Hudson as he uses description of both the sea and the boat to present his fear in this perilous journey. However, Hudson uses personification, unlike Fogle, in order to describe the 'steamship'. He describes his fearful and almost terrifying experience of being at sea on this 'ancient' boat. He utilises the simile 'throbbing like an overworked human heart'. This shows the fear of Hudson of the 'steamship' 'dying' as its 'heart' (the engine) stops functioning. Additionally, Hudson uses ominous adjectives which seem to forbode the ever approaching danger. The night is described as 'tempestuous' and in a metaphorical sense the phrase 'in the darkest hour' suggests that peril and danger is most likely to occur through the use of the word 'darkest'.

Go to Question 5

Question 5 - Transactional Writing (40 marks)

Tips - Question 5 - Transactional Writing (40 marks)

• There is one question and you have to answer it. You are assessed on AO5 (24 marks) and AO6 (16 marks) (content, communication and technical accuracy such as spelling and punctuation)
• PAFT your question - work out the purpose, audience, form and tone/topic.
• Plan your ideas into paragraphs (one idea per paragraph)
• Add your evidence (this can be made up - statistics, expert view, anecdote)

• You must write in paragraphs with connected and developed ideas.
• Employ a range of writing techiques e.g. rhetorical devices.
• Check the accuracy of your spelling, punctuation and grammar.
• Use a range of sentence types.
• Try to use ambitious vocabulary.

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Use P.A.F.T

DAFORESTI- Persuasive Techniques

• D - Direct Address
• A – Anecdotes
• F – Facts
• O - Opinion
• R– Rhetorical question/repetition
• E - Emotive anguage/exaggeration
• S – Short sentences
• S - Sentence lengths/structures
• T – Triplet/rule of three
• I - Imperatives

Purpose - what is your writing purpose e.g. argue? Audience - who is your text for e.g. an editor? Form - what type of text are you writing e.g. a letter? Tone/ Topic - what style of tone should you adopt e.g. formal and what is the topic?

Write to suit your purpose e.g. peruade/argue. Use the correct tone and style for the form e.g. letter. Plan your paragraphs: Opening 1 - Idea/ point / add evidence rhetorical devices/ integrate discourse markers (furthermore) 2 - Idea/point 3- Idea/point 4- Idea/point Conclusion - call the audience to action.

DIPPS

Level 3 and above you need to: Show a range of devices (rhetorical/language) Show a range of relevant ideas developed and connected into paragraphs. Show a range of sentence forms for effect. Show a range of punctuation Show you can use adventurous vocabulary.

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Q5 - Partial Model Answer

Question 5

Dear Sir or Madam, Let me ask you a question: why is it that those who are famous are never those who work hard? This might seem paradoxical in nature to you and indeed to many others, however, have you ever stopped to consider those who really work hard? The cleaners, the teachers, the examiners - there are millions who work without cease or pause but are not recognised properly for their actions. This is simply wrong. Seemingly illogically, those who are rich and famous and in the public eye are those who did not work arduous hours getting a university degree; those who did not spend years slaving and a training course at minimum pay. Those who are rich and famous are those with mountains of money in the first place; these who won the lottery. We have a whole society built on luck and money. If this does not seem wrong to you, then I do not know what would! What is often forgotten is that our society needs the council workers, the receptionists, the others. Without them, how would those who are famous be able to check into their resplendent hotels or be driven to their next extravagant restaurant? I joke, however, what remains true is that these workers are unappreciated for what they do in our society. The hours spent on allowing society to run is an unassailable fact. So why is it that those who are rich and famous are those who do not contribute to society in the slightest? We can fix this. As a society, we need to give more appreciation to those who really deserve it: the nurses, the invigilators, the academics. This problem is not unsolvable. We can all work for a more equal and appreciative society, a future utopia where nobody is underappreciated for their extraordinary efforts and skill.

Forms - Key Features of each form

Click each image to find out about each form (each type of text).

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Writing Methods

Model Answer

DIPPS

Devices (rhetorical/language) Ideas (developed and connected into paragraphs) Punctuation (a range of) Phrase structures (sentence forms for effect) Sophisticated vocabulary (adventurous use)

Question 3 - Language Analysis - AO3

Q3. You now need to refer only to Source A from lines 16 to 26. How does the writer use language to describe the power of the sea? [12 marks]

Source A - Lines 16-26

A formal Letter:

• Correct layout as in the image. Writer's address on the top right. Recipient address on the left.

• Open with Dear Sir/ Madam or Dear Mr Smith.

• Paragraphs which are developed and connected

• One key idea per paragraph.

• Integrated discourse markers e.g. furthermore.

• Formal close with 'yours faithfully' if you opened with 'Dear Sir/Madam'

• Formal close with 'yours sincerely' if you opened with the name of the person e.g. Dear Mr Smith

Features of a Speech:

• Engaging opening - Try a triplet or rhetorical question.

• Key ideas (one per paragraph as a guide) and ideas connected.

• Use integrated discourse markers e.g. however

• Adopt the correct tone (formal speech use standard English and formal language)

• Vary vocabulary and sentence forms.

• Use DAFORESTI - persuasive techniques for a persuasive speech.

Example opening

Q4 - For this question you need to refer to the whole of source A and the whole of source B. Compare how the writers convey their different perspectives and feelings about their experiences at sea. Compare the different perspectives and feelings Compare the methods the writers use to show their perspectives and feelings. Support your response with references from both sources. (16 marks)

Model Answer

Model Answer

Writing Methods

Explore a range of language features to access a level 3.

Model answer

Section B - Question 5

‘It is people who have extraordinary skill, courage and determination who deserve to be famous, not those who have good looks or lots of money or behave badly.’ Write a letter to the editor of a newspaper in which you argue your point of view in response to this statement. (24 marks for content and organisation 16 marks for technical accuracy) [40 marks]

P - purpose reason for text - argue A - audienceEditor of newspaper F - form - Letter T- tone formal / topic people skill/fame

Prompt 1

Source A and B - The question

Click on the tabs.

Model answer

Newspaper Article or Magazine article:

• Heading - Try alliteration, pun or a rhetorical question.

• Detailed, developed connected paragraphs. You do not need columns. You do not need an image.

• Integrated discourse markers e.g. moreover or addtionally...

• A range of suitable evidence (statistic or expert view) or technique to support the idea in the paragraph. Use DAFORESTI.