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THE MARPLES & RAWES’
REALLY HELPFUL
GUIDE TO...
Aceing your
English/English Language
exam
Tuesday 2nd June 9am
The exam is on Tuesday 2nd June at 9am. It lasts 2 hours 15
minutes. Bring with you a black pen and a couple of spares,
highlighters/felt tips/fine liners and a bottle of water. Make sure
you have breakfast as this is a long exam and you must feed your
brain!
Your teachers will all be available that morning (and on Monday
1st June) should you need to go through any last minute queries,
gain advice or some reassurance!
Question 1
8 marks
12 minutes
6% of GCSE
This one is easy but sometimes you make it harder than it is: you just
need to use PEE /PEARL 4X. Practise using PEE/PEARL on any reading
text you come across. Your teacher will have modelled this on other
mock texts so look back at your exam papers/exercise books and refresh
your memory.
Top tip: don’t over-complicate this question and don’t spend too long on
it in the exam.
To hit the top band, you must go beyond the obvious and think about
what the writer is suggesting. The following terms are useful and act as
a flag to examiners that this is a good answer!
means
creates
conveys
implies
reflects
gives rise to
demonstrates
highlights
indicates
emphasises
reinforces
strengthens
That’s it!
Question 2
8 marks
12 minutes
6% of GCSE
This can be the trickiest question on the paper! It is badly worded
and can be confusing as to what exactly the examiner wants from
you. You need to break the question down into its separate parts
and ensure you address all parts of the question. To nail it, you
need to do 4 things:
Comment on the effect (on the
reader) of the headline.
Comment on the effect (on the
reader) of the picture or photo
This means looking at the language
and the sentence structure. It does
not mean commenting on how it is
big or bold. Use quotes wherever
possible.
This means using Media language,
considering why this particular
picture has been chosen,
commenting on the use of colour
etc…
Explain how the headline links to Explain how the picture links to
the article
the article
This is really simple. You just need
to find and quote the bits of the
article which give further detail
about what the headline reports.
Use quotes wherever possible.
Find the parts of the article the
picture illustrates. Use quotes
wherever possible.
Media Language — Mini Checklist
Connotation of colour
Shot type: EWS, WS, MS, CU, ECU, OSS, POV, HA, LA, BE
Mise-en-scene: lighting, props, posture, positioning
Question 3
8 marks
12 minutes
6% of GCSE
Thoughts and feelings. The approach here is not massively
different from question 1. You need to use PEE/PEARL
(again). Emoticons can be useful when thinking about
thoughts/feelings. You can draw them onto a text and link
to the appropriate word/s in the text.
The trick is not to repeat the same thought or feeling in two
(or more) parts of the PEE/PEARL paragraph., e.g. The writer
feels angry. It says, ‘I was angry’. This suggests she was angry. As a way of revising, create a bank of the most common
thoughts/feelings. (Remember synonyms in Electives???)
To get the top band, you need to write about thoughts/
feelings which aren’t obvious. You need to infer meanings,
give alternative interpretations and...
...write a lot about a little.
means
creates
conveys
implies
reflects
gives rise to
demonstrates
highlights
indicates
emphasises
reinforces
strengthens
Question 4
16 marks
24 minutes
12% of GCSE
Knowing your language devices will help you enormously
here. Revise them and learn the generic effects they have
when writers use them. Once you’ve done that, all you need to
do is apply your knowledge to whatever text you encounter on
the exam. In the exam, you need to move from generic comments to more specific ones.
Using a device and adding a quote forces you to analyse
which is where the top marks are.
Below is a selection of devices—feel free to add more that you
know!
Fact
Personification
Jargon
Expert opinion
Opinion
First person
narration
Hyperbole
Discourse markers
Statistics
Third person
narration
Puns
Inclusive
pronouns
Rhetorical
Questions
Alliteration
Irony
Slang /
colloquialisms
Emotive
Language
Direct address
(personal
pronouns)
Imperative
Semantic field
List of three
Short, one
Figure of speech Onomatopoeia
clause sentences
Simile
Repetition
Cliché
Anaphora
Metaphor
Sibilance
Anecdote
Tautology
How to write about devices
The writer has used .... to create the effect of ...
! emotional impact, urgency, power of speaker, add tone, shock/surprise, anger/
humour of writer, emphasis, draw R’s attention
RQ withhold info to provoke R to read on and find the answer, show irony/humour,
express outrage/anger, reveal inner thoughts of writer, provoke an emotional
response, make the R question/engage, emphasise a message/moral
Similes/Metaphors clear image/picture, build an image, provide understanding for the
R of difficult ideas, appeal to senses
Connectives points in arguments follow logically, sequence established, ideas linked/
relationships developed, points of emphasis/opposition, make comparisons, contrasts
are balanced, add info, indicates a change in subject matter/tone/mood/atmosphere
Simple sentence urgency, shock/fear/surprise/tension/drama, imperative instructions,
memorable, emphasis, clarity, importance
Compound sentence continue flow of text, bring ideas of equal importance together,
add info/further detail, link ideas
Complex sentences extra layers of meaning, intro complex ideas, add sophistication
to writing, add info, contrast to simple sent, add variety, stretch imagination, vivid
descriptions
5 senses appeal to R’s senses, entice R into a world outside their own, provoke
empathy, absorb R, allow for different perspectives, varied imagery, a sense of ‘being
there’, text to life, add realism, create image in the mind
Powerful verbs understand emotion displayed, R understands action, helps imagine
ideas, exciting setting/atmosphere, create clear picture of events, sense of how
something is being done, develop pace
Semantic field build mood/atmosphere, reinforce idea/theme, create strong image
Alliteration memorable, humour, create/imitate newspaper HL style
Repetition emphasis of idea/feeling/point, elaborate/provide reinforcement
Onomatopoeia appeal to senses, make descriptions of sound more realistic
Emotive language sympathy/anger to involve R, empathy with writer/narrator/
character, appeal directly to R to illicit an opinion/sway R into believing/agreeing/
disagreeing, sensationalise a subject
Remember: these devices will have the same effect on your own writing
so, when you’ve finished analysing the devices in the Reading section
(Q1-4), make sure you use them in Q5&6!
Use the Structure!
Name a
language
device in
Source 3
Quote
Name a
Quote
language
device in
Source 1 or
2 (the same
as Source 3
or different)
Explain the
effect (see
note below)
Use a
connective
(however /
also etc.)
Explain the
effect (see
note below)
YOU SHOULD
AIM TO DO
THIS A MINIMUM OF
THREE TIMES,
PREFERABLY
FOUR.
How does an answer achieve the top band?





concentrate on the effect of the language devices
comment on individual words
offer alternative interpretations
avoid cliché—this makes the reader think
Keep it relevant. Your chosen device/effect must be
relevant to the point, tone, atmosphere, link etc... you
are making/exploring.
I can’t find any language devices—what do I do?
Comment on the ‘interesting vocab’. Pick out individual,
well-chosen words and focus on their effect. Simple!
Writing section:
Q5: writing to inform, explain or describe (2 purposes of the
3)
16 marks
Content & Organisation /10
Accuracy of skills /6
Q6: writing to persuade or argue a point of view
24 marks
Content & Organisation /16
Accuracy of skills /8
Tip #1: Q6 is worth 30% of the whole exam so is very important.
However, aim to split the 60 minutes equally as it is often harder to
think of an idea to Q5.
Tip #2: Read the writing questions before you start the reading section. Ideas may well come to you as you answer the reading questions
and will prevent you wasting time thinking up ideas half way through
the exam.
Highlight the purpose/audience/form (letter, blog, etc..) and
subject in each writing question.
Make a plan
Consider the introduction/development/conclusion
Link the first and last line either by content or device
Proofread and check
If you forget to paragraph, you can mark them in where you would
have put them using // as you proofread
Take 5 minutes at the end to check and edit. Don’t be afraid to neatly cross a word out and replace it with a more ambitious one. Similarly
if you want to use * to make additions that’s good too!
Writing section:
Three ways to get marks:
CONTENT/ORGANISATION/ACCURACY
The examiner will award marks for:

Convincing writing

Consistently matched form, content & style to P&A

Engaging, interesting content

Devices used: RQ, list of 3, alliteration, imagery, satire &
irony, hyperbole, etc...

Extensive, ambitious vocab

A range of punctuation used accurately




Simple, compound and complex sentence structures for
effect (start with ing, ly or a pair of adjectives)
Linked paragraphs and sentences (a range of connectives
and discourse markers– Later, Meanwhile, Whereas...)
A variety of paragraph lengths, including one sentence
paragraphs and even one word paragraphs
Accurate spelling (but don’t play safe– go for ambitious
vocab rather than simple words you know how to spell)
Where can I find more help?
Exemplar answers
VLE
WWW
Mr Bruff
Youtube videos—search ‘CBEC English Help’ for a playlist
www.bbc.co.uk/schools/gcsebitesize/english/
http://getrevising.co.uk/www.englishbiz.co.uk/
www.mrbruff.com www.educationquizzes.com/gcse/english/
www.slideshare.net (search for English GCSE)
I have...
Revision Guides
Sept/Dec mock papers
Mock-a-Week responses
Nimbl APP—see your tutor for your username/password
Electives
Intervention sessions
CBEC Library:
A plethora of revision guides for Literature texts, Literature exam
poetry, English/English Language Higher & Foundation tier can be
issued to pupils via our school library.
Workshops
Easter/May half term holidays
Typical writing questions:
Q5:
Entry
Online
describe
blog
Article
School
Your fondest childhood
Explain What you enjoyed most/why this is your
memory
inform
fondest memory
Summer holiday activi-
explain
Why you like these
students
ties
Article
Magazine Describe
Your greatest fear
Explain How you overcame it
Article
Local
inform
Citizenship
explain
Why being a good citizen is important
describe
Defining moment
explain
How it changed them
describe
Experiences of the out-
explain
benefits
How to stay e-safe
paper
Entry
Online
blog
Article
Local
paper
Article
Teen
doors
inform
Safety
explain
Inform
Someone who inspires
Explain Why you find them inspirational
Magazine
Entry
Online
blog
Entry
Online
you
Describe
blog
Article
Teen
Something you are good Explain How you became interested
at
Inform
The dangers of smoking
Explain How to resist peer pressure
Magazine
Q6:
Article
Parents’ Newsletter/NOVUS
Persuade
Benefits of mobiles in school
Letter
Local paper
Argue for
Spending public money on a cause
you care about
Speech
Y9 options’ assembly
Persuade
Benefits of certain GCSE subjects
Article
National paper
Persuade
Why teenagers deserve a better
press
Letter
Principal
Argue for
A four day week/later starting
school day
Speech
National Literacy conference Persuade
Benefits of reading for pleasure
Don’t’ forget:
Plan - Consider the introduction/development/conclusion. Link the first and last line either
by content or device. Proofread and check. If you forget to paragraph, use //. Take 5 minutes
at the end to check and edit. Don’t be afraid to neatly cross a word out and replace it with a
more ambitious one. Similarly if you want to use * to make additions that’s good too!
Suggested INDEPENDENT Exam Prep
Don’t forget, if you’re a Literature student, you will need to factor in your
Poetry, Short Stories and either Mister Pip or Of Mice & Men revision too...
Date
Week
w/b 30/3
9
Locate three non-fiction texts. Two should be news articles, one should be
personal writing (autobiography, diary, etc…) Read & PAF (Purpose, Audience, Form). Annotate linguistic devices, revise their effects, etc…
8
Q1, 2 or 3: look at your mock results, Mock-a-Week or teacher feedback to
see which question needs most attention.
1st week Easter
holidays
w/b 6/4
2nd week
Easter holidays
w/b 13/4
Task
Attend workshops in school
7
Q4: Comparing language
6
Q5 (see over)
5
Q6 (see over)
4
Analysis of three texts chosen by you (see top). Read & PAF
3
Weaker areas of reading section to recap
2
Q5 prep and practise
1
Attend workshops in school over the holiday
Back to school
w/b
20/4
w/b
27/4
w/b
4/5
w/b
11/5
w/b
18/5
w/b 25/5
Study leave/
Half term
Q6 prep and practise
Monday 1st June: Your English teacher will be available during your usual English
lessons/at break or lunch/after school should you need them to go over anything!
Tuesday 2nd June 9am ENGLISH/ENGLISH LANGUAGE EXAM