A guide to every question across both literature and language exams for AQA GCSE

1. Guide
to
Exams
ENGLISH
DEPARTMENT
2017
www.stgregseng.com
www.slideshare.net/stgregseng
K
McCabe
2017

2. LANG
P1
Q2
LANG
P2
Q3
(LIT
P1
LIT
P2
Poetry)
ANALYSING
LANGUAGE
1. Read
the
extract/text
very
carefully.
Notice
what
you
notice,
the
words
and
phrases
that
are
striking
and
used
for
deliberate
effect.
2. Working
from
the
top
to
the
bottom,
select
3.
3. Examples
of
words
&
phrases
you
could
choose
are
highlighted
in
red
below.
Consider
what
the
word
means
and
the
meanings
suggested
first.
4. Focus
on
What,
How and
Why:
What has
the
writer
done?
How has
the
writer
done
it?
Why has
the
writer
done
it?
(Using
Techniques
Evidence
and
Analysis) For
Why/Analysis,
unpick
the
meaning
of
the
word:
A
vivid
image
of
the
weather
is
created
through
the
use
of
personification.
The
weather
‘shook’
the
hut,
illustrating
the
power
and
force
of
the
wind.
The
verb
‘shook’
conveys
a
sense
of
violence
and
anger.
It
is
as
if
the
weather
is
determined
to
cause
damage.
There
is
further
personification
as
the
beams
of
the
hut
‘groaned’.
Groaning
has
connotations
of
despair
and
pain.
The
writer
is
possibly
trying
to
show
the
reader
the
weather
could
cause
a
great
deal
of
destruction.
The
writer
adds
to
the
sense
of
violence
with
the
image
of
‘decapitated
geraniums
drowned’.
This
juxtaposition
between
the
beautiful,
gentle
flowers
and
the
brutal
deadly
force
of
the
weather
could
have
a
shocking
effect
on
the
reader.
The
weather
shook the
hut
on
every
side.
The
beams
groaned,
the
shutters
banged,
and
the
wooden
roof
shingles,
thickly
overgrown
with
moss,
flapped
in
the
storm.
Rain
pelted against
the
windowpanes,
driven
by
gusts
of
wind,
and
on
the
sills
a
few
decapitated
geraniums
drowned
in
their
tubs.
Violent,
determined,
demanding,
angry
Brutal
deadly
force,
horrific
The
weather
shook
the
hut
on
every
side.
The
beams
groaned,
the
shutters
banged,
and
the
wooden
roof
shingles,
thickly
overgrown
with
moss,
flapped
in
the
storm.
Rain
pelted
against
the
windowpanes,
driven
by
gusts
of
wind,
and
on
the
sills
a
few
decapitated
geraniums
drowned
in
their
tubs.
Decapitated:
behead/remove
the
head
Geraniums:
type
of
flower
pained,
despairing,
sad
Verb: a
word
used
to
describe
an
action
or
state
Adjective:
a
‘quality’
of
a
noun
Present
Participle:
A
verb
form
ending
in
‘ing’
to
refer
to
continuous
action
Adverb:
a
word
or
phrase
that
adds
to
or
changes
the
meaning
of
a
verb
or
adjective
Simile:
drawing
comparisons
-­‐ like
or
as
Metaphor:
Making
a
direct
comparison.
One
thing
is
another.
Alliteration:
Repetition
of
the
same
sound
Semantic
field:
words
grouped
together
in
terms
of
meaning
Juxtaposition:
Creating
contrasts
across
a
text
or
image
Oxymoron:
placing
two
contradictory
terms
next
to
each
other
Personification:
Giving
human
characteristics
to
a
non-­‐human
thing.
Pathetic
Fallacy:
Connecting
human
emotion
to
the
natural
world
eg.
the
weather.
K
McCabe
2017

3. LANG
P1
Q3
STRUCTURE
1. Skim
read
the
text
again.
Underline
the
part
in
the
task
instruction
that
tells
you
where
the
text
is
from
in
the
narrative.
Use
the
narrative
arc
to
remind
you
about
the
overall
flow
of
a
story
and
what
the
writer
might
be
doing
at
this
point
in
the
text.
2. Notice
what
you
notice:
what
journey
is
the
writer
taking
you
on?
Focus
very
carefully
on
the
beginning,
the
middle
and
the
end.
3. Working
from
the
top
to
the
bottom,
select
3 structure
points
4. Focus
on
What,
How and
Why:
What has
the
writer
done?
How has
the
writer
done
it?
Why has
the
writer
done
it?
(Using
Techniques
Evidence
and
Analysis) For
Why/Analysis,
unpick
the
reason
for
the
strategy:
**See
the
next
page
if
you
are
not
sure
why
the
writer
has
used
a
technique.
The
extract
begins
with
a
problem
or
sense
of
disequilibrium
that
is
created
through
the
repeated
use
of
words
that
relate
to
pain.
This
thread
at
the
beginning
of
the
extract
creates
a
foreboding
tone
and
foreshadows
what
is
to
come.
The
writer
focuses
sharply
on
the
action
and
balloon.
This
detailed
description
gives
the
reader
a
close-­‐up
image
of
the
horrific
situation
the
narrator
is
in,
along
with
the
other
men.
The
final
paragraph
is
important
because
the
focus
shifts
from
the
external
action
to
the
internal
thoughts
of
the
characters.
Giving
the
reader
an
insight
into
his
trauma
slows
the
pace
of
the
action,
just
for
a
moment,
almost
freezing
the
action
in
time.
The
writer
quickly
zooms
back
out
to
the
external
action
as
the
balloon
‘lurches’
upwards.
Starts
with
a
problem
Narrative
Arc
Time
markers
The
text
is
from
the
final
pages
of
Chap
1.
A
mighty
fist
of
wind
socked
the
balloon
in
two
rapid
blows,
one-­‐two,
the second
more
vicious
than
the
first.
It
jerked
Gadd right
out
of
the
basket
on
to the
ground,
and
with
Gadd's considerable
weight
removed
from
the
equation,
it lifted
the
balloon
five
feet
or
so,
straight
into
the
air.
The
rope
ran
through
my grip,
scorching
my
palms,
but
I
managed
to
keep
hold,
with
two
feet
of
line
spare,
The
others
kept
hold
too.
The
basket
was
right
above
our
heads
now, and
we
stood
with
arms
upraised
like
Sunday
bell
ringers.
Into
our
amazed silence,
before
the
shouting
could
resume,
the
second
punch
came
and
knocked
the
balloon
up
and
westwards.
Suddenly
we
were
treading
the
air with
all
our
weight
in
the
grip
of
our
fists.
Almost
simultaneous,
with
the
desire
to
stay
on
the
rope
and
save
the
boy, came
other
thoughts,
thoughts
of
self
preservation
and
fear.
We
were
rising, and
the
ground
was
dropping
away
as
the
balloon
was
pushed
upwards.
I knew
I
had
to
get
my
legs
and
feet
locked
round
the
rope.
But
the
end
of
the
line
barely
reached
below
my
waist
and
my
grip
was
slipping.
My
legs
flailed
in the
empty
air.
Every
fraction
of
a
second
that
passed
increased
the
drop,
and the
point
must
come
when
to
let
go
would
be
impossible
or
fatal.
Then,
someone
did
let
go.
Immediately,
the
balloon
and
its
hangers
on
lurched
upwards
another
several
feet.
But
letting
go
was
in
our
nature
too.
The
child
was
not
my
child,
and
I
was
not going
to
die
for
it.
Then
I
glimpsed
another
body
fall
away
and
I
felt
the
balloon lurch
upwards.
The
matter
was
settled.
Altruism
had
no
place.
Being
good made
no
sense.
I
let
go
and
fell,
I
reckon,
about
twelve
feet.
I
landed
heavily
on
my
side,
I
got
away
with
a
bruised
thigh.
Around
me
-­‐ before
or
after,
I'm
not
so sure
-­‐ bodies
were
thumping
to
the
ground.
Shift
away
from
the
main
action
–
internal
thoughts
of
the
character
Focus/
zoom
on
detail
K
McCabe
2017

4. …makes
the
reader
want
to
read
on….
….makes
the
reader
interested….
….makes
it
exciting…
Device
WHAT Specific textual
reference
HOW
Possible reason
for
use
WHY
Opening
sentences
of
texts
Alexander
Cold, awakened
at
dawn,
startled
by
a
nightmare.
Details may
establish
the
person,
place
and
time
for
the
reader
so
that
they
can
follow
the
narrative.
Details
may
create
an
enigma
to
shock
or
hook
the
reader.
Equilibrium/
False
sense
of
equilibrium
At
first,
all
seemed
very
quiet,
very
still…
Peaceful,
calm
openings
can
create
a
false
impression
for
the
reader
and
juxtapose
the
action
which
follows.
This
builds
an
enigma
and
creates
intrigue.
Disequilibrium
through
semantic
field
‘dragged’
‘punched’
knocked’
‘grasped’
The
use
of
a
semantic
field
which
acts
like
a
thread
throughout
an
extract
could
expose
conflict
or
contrast
between
action
and
feeling
or
foreshadow
events
later
in
the
novel
or
could
create
an
increasing
sense
of
unease
Shift
to
Direct
Speech
‘Liar!’
shrieked
Nicole
‘Lemoni!’
He
roared.
The
introduction
of
direct
speech
has
the
effect
of
creating
a
vivid
impression
of
the
character
or speeds
up
the
pace
and
creates
a
sense
of
urgency.
It
also
shifts
the
narrative
to
create
a
sense
of
the
immediate
present.
Time
markers At
first
Moments later
In
a
split
second
Meanwhile
Time
markers
in the
extract
enable
the
reader
to
follow
the
sequence
of
events,
especially
if
it
is
a
moment
of
increased
tension,
action
or
conflict.
Phrases
like
‘Firstly’
or
‘At
first,’
foretell
of
later
events
that
are
likely
to
create
a
complication
in
the
narrative.
Shifts in
chronological
sequence
He
decided
this
was
going
to
be
a
terrible
day.
There
had
been
a
lot
of
days
like
that
since
his
mother
got
sick.
Analepsis,
prolepsis,
movement
from
past
to
present
to
future
constructs
a
narrative
arc
and
gives
the
reader
an
insight
into
events
that
have
gone
before
the
moment
shown
in
the
extract
and
events
yet
to
come.
Shift
to
small
detail
Zooming
Every
hair
on
her body
was
on
end.
Changing to
focus
to sharp
details
of a
specific
object
or
person
is
significant
and
demands
attention,
either
as
a
symbolic
motif
or
to
highlight
what
the
narrator
notices/does
not
notice
(dramatic
irony).
Long
sentences,
multiple
clauses
Very
cautiously,
listening,
hardly
breathing,
I
ventured
Increases pace
and
shows
that
multiple
events
are
occurring
simultaneously.
Heightens
the
drama
Short
sentences Nothing
else
happened. Create
pauses,
increasing tension
or
invites
the
reader
to
reflect
on
events.
Shifts internal
to
external
The
child
was
not
my
child.
I
was
not
going
to
die
for
it.
Then, I
glimpsed..
The
reader
can
understand
the
inner
motivation
of
the
character
and
their possible
inner
turmoil which
may
contrast
with
their
external
action.
This
creates
an
empathetic
response
to
the
characters.
Repetition ‘And ‘
lost’
‘
broken’
etc.
Repetition
of words
or
motifs
demands
readers
attention
(
see
Zoom)
Circular
Circular
structure
or
reiteration
emphasizes the
main,
central
idea.
Focus
on
the
whole
text
IN
CONTEXT.
Focus
on
the
WHAT,
HOW
&
WHY:
WHAT
the
writer
does
to
structure
the
text
that
you
notice
(at
the
beginning,
middle
and
end),
HOW
the
writer
does
it
(specific
reference
to
text/evidence
where
possible),
WHY
the
writer
does
it
(author
intention/impact
on
reader
and
how
this
fits
with
the
text
in
context)
K
McCabe
2017

5. LANG
P1
Q4
EVALUATION
1. Skim
read
the
text
again.
Underline
the
part
in
the
task
instruction
that
tells
you
which
specific
part
of
the
text
you
should
be
looking
at.
2. Highlight
the
key
evaluative
point
or
comment
in
the
statement
3. Working
from
the
top
to
the
bottom,
select
3 (or
more,
if
you
have
time)
points
that
show
‘a
sense
of
glamour
and
excitement
of
the
preparation……’
4. Focus
on
What,
How and
Why:
What has
the
writer
done?
Conveyed
a
sense
of
glamour
and
excitement
How has
the
writer
done
it?
Why has
the
writer
done
it?
(Using
Techniques
Evidence
and
Analysis) :
Q4
A
students
having
read
this
said
‘The
extract
really
conveys
a
sense
of
the
glamour
and
excitement
of
the
preparation
and
the
parties’
. To
what
extent
do
you
agree?
At least once a fortnight a corps of caterers came down with several hundred feet of canvas
and enough coloured lights to make a Christmas tree of Gatsby’s enormous garden. On buffet tables,
garnished with glistening hors-­‐d’oeuvre, spiced baked hams crowded against salads of harlequin
designs and pastry pigs and turkeys bewitched to a dark gold. In the main hall a bar with a real brass
rail was set up, and stocked with gins and liquors and with cordials so long forgotten that most of his
female guests were too young to know one from another.
By seven o’clock the orchestra has arrived, no thin five-­‐piece affair, but a whole pitful of oboes
and trombones and saxophones and viols and cornets and piccolos, and low and high drums. The last
swimmers have come in from the beach now and are dressing up-­‐stairs; the cars from New York are
parked five deep in the drive, and already the halls and salons and verandas are gaudy with primary
colors, and hair shorn in strange new ways, and shawls beyond the dreams of Castile. The bar is in full
swing, and floating rounds of cocktails permeate the garden outside, until the air is alive with chatter
and laughter, and casual innuendo and introductions forgotten on the spot, and enthusiastic
meetings between women who never knew each other’s names.
Conveys
magic
luxurious
and
plentiful
Listing
shows
wealth,
choice,
Contrast
to
emphasise
how
fun,
happy
guests
Verb: a
word
used
to
describe
an
action
or
state
Adjective:
a
‘quality’
of
a
noun
Present
Participle:
A
verb
form
ending
in
‘ing’
to
refer
to
continuous
action
Adverb:
a
word
or
phrase
that
adds
to
or
changes
the
meaning
of
a
verb
or
adjective
Simile:
drawing
comparisons
-­‐ like
or
as
Metaphor:
Making
a
direct
comparison.
One
thing
is
another.
Alliteration:
Repetition
of
the
same
sound
Semantic
field:
words
grouped
together
in
terms
of
meaning
Juxtaposition:
Creating
contrasts
across
a
text
or
image
Oxymoron:
placing
two
contradictory
terms
next
to
each
other
Personification:
Giving
human
characteristics
to
a
non-­‐human
thing.
Pathetic
Fallacy:
Connecting
human
emotion
to
the
natural
world
eg.
the
weather.
K
McCabe
2017

6. 5.
For
evaluation
you
need
to
personally
respond.
You
could
consider
why
it
is
so
well
done?
What
would
a
typical
party
be
like?
How
is
this
different?
How
does
this
suggest
the
glamour,
excitement
and
preparation?
6.
As
a
reminder
again,
to
write
your
answer
include
the
What,
How and
Why:
•What has
the
writer
done?
Conveyed
a
sense
of
glamour
and
excitement
•How has
the
writer
done
it?
•Why has
the
writer
done
it?
•(Using
Techniques
Evidence
and
Analysis) :
AND
language
of
evaluation
In
my
opinion,
the
writer
certainly
has
described
a
glamourous
and
exciting
party.
He
has
done
this
in
a
number
of
ways.
The
beginning
of
this
extract
includes
a
long
list
of
the
many
elements
needed
to
make
the
party
successful.
The
reader
cannot
help
but
be
amazed
by
the
‘hams’,
‘salads’,
‘pastry
pigs
and
turkeys
bewitched
to
a
dark
gold’.
The
ham
is
‘crowded’
against
the
salads,
using
personification
to
suggest
the
amount
of
food
laid
out
on
the
table.
It
also
creates
an
impression
of
the
food
acting
like
a
crowd,
trying
to
be
noticed
by
the
guests.
The
turkey
has
been
‘bewitched’,
creating
a
sense
of
magic.
This
adds
to
the
sense
of
excitement.
The
amount,
and
variety
of
food
vividly
illustrates
the
wealth
and
luxury
of
the
host
of
the
party.
In
addition,
the
‘gins
and
liquors
and
cordials
are
so
long
forgotten’
by
many
of
the
young
female
guests.
There
is
nothing
the
guests
cannot
have,
everything
they
could
possibly
want
is
at
the
party.
It
is
clear
to
me
that
this
is
not
like
any
usual
party,
but
an
extravagant
and
thrilling
occasion.
What
really
makes
an
impression
as
well,
is
the
opening
line,
that
tells
the
reader
this
kind
of
party
happened
‘At
least
once
a
fortnight’.
The
writer
has
cleverly
created
an
image
of
a
party
that
people
look
forward
to
and
are
familiar
with
the
rich
surroundings.
Cleverly
Effectively
Subtly
impressively
Clearly
Vividly
Accurately
Skillfully
Top
Tip:
It
may
help,
when
you
have
identified
the
main
focus
of
the
question
‘Parties’
that
you
brainstorm
some
words
to
do
with
parties,
that
you
can
use
when
thinking
about
this
party
and
other
parties
– why
it
is
so
exciting:
Host Invite buffet
Guest caterers feast
invitation bar
banquet
K
McCabe
2017

7. LANG
P1
Q5
CREATIVE
NARRATIVE
WRITING
1. You
can
start
with
this
question,
and
time
yourself
to
finish
after
exactly
45
minutes.
Then
move
on
to
the
reading.
2. Read
the
instruction
and
decide
if
you
want
to
write
a
response
based
on
the
picture
of
the
written
prompt.
You
may
or
may
not
have
the
option
of
whether
you
do
a
story
or
a
description,
so
be
prepared
for
both.
STORY
1. Plan
your
story.
Try
to
stick
to
one
person,
one
place,
one
event (unless
the
instruction
is
to
write
about
a
group
of
friends).
Plan
to
use
3
language
devices
and
3
structure
devices.
You
could
use
this:
Map
out
your
paragraphs.
Organization
is
important
and
part
of
the
mark
scheme.
Paragraphs
that
are
not
organized
or
no
paragraphs
at
all,
will
limit
your
mark.
2.
Once
you
have
the
basis
for
your
story,
you
can
start
writing.
5)
You
are
going
to
enter
a
creative
writing
competition.
Your
entry
will
be
judged
by
a
panel
of
people
of
your
own
age.
Either:
Write
a
description
suggested
by
this
picture:
(picture
of
a
coastline
in
a
tumultuous
storm)
Or:
Write
the
opening
part
of
a
story
about
a
place
that
is
severely
affected
by
the
weather.
(24
marks
for
content
and
organisation
and
16
marks
for
technical
accuracy)
[40
marks]
Personification External
view
to
internal
thoughts
Metaphor Zoom
in
on
specific
detail
Juxtaposition present
participles
to
show
fast
action
K
McCabe
2017

8. Start
with
a
hook
opening
sentence:
Create
enigma
Zoom
in
detail
Flashback
From
internal
to
external
Juxtaposition
Jump
forward
in
time.
Circular
structure
Enigma
Simile
Useful
story
structures:
Character
– at
home
– leaves
to
go
somewhere
– something
happens
– enigma
Character
– middle
of
problem
–flashback
to
beginning
calm
–back
to
problem
–enigma
Setting
calm
– Zoom
in
on
a
detail
– character
– problem
character
is
facing
–enigma
Character
–nearing
conclusion
of
a
problem
–flashback
– back
to
problem
-­‐ victory.
The
fly
was
frozen.
Completely
still.
As
if
time
had
stopped.
Then,
a
sudden
dash
forward,
and
freeze.
Callum
laid
in
bed,
watching
it,
and
wondered
how
many
minutes
or
hours
had
passed
for
the
fly,
in
the
few
seconds
he
sat
watching.
Miss
Tilsleytold
him
the
average
life
span
of
a
fly
is
28
days.
A
whole
life
in
28
days.
Biology
was
one
of
the
classes
he
had
always
really
enjoyed.
Not
that
any
of
that
mattered
now.
It
had
been
2
years
since
the
deep
freeze
and
the
last
school
shut
over
a
year
ago.
Callum
fixed
the
last
part
of
his
snow
suit.
The
buckles
groaned.
He
had
been
taught
to
do
this
slowly
and
carefully.
It
was
one
of
the
few
things
he
didn’t
argue
with
his
father
about.
He
opened
the
door
and
even
with
his
face
mask,
the
cold
took
his
breath
away.
In
front
of
him
was
a
vast
wasteland,
a
frozen
desert.
The
whiteness
of
it
all
was
beautiful
but
unbearable.
How
could
something
so
perfect
be
so
deadly?
Nobody
could
have
imagined
how
hard
it
is
for
the
brain
to
deal
with
nothingness.
Callum
scanned
the
horizon
for
some
detail,
something
that
would
remind
him
of
the
town
he
used
to
know.
He
had
been
30
minutes
into
his
walk.
There
used
to
be
a
time
when
Callum
liked
this
time
to
himself.
A
chance
to
escape
the
noise
of
people;
buzzing,
chaotic,
scared,
refusing
to
accept
the
reality
of
the
deep
freeze.
Now,
all
that
was
left
was
silence.
He
bent
his
head
lower
and
marched
on,
his
boot
spikes
stabbing
the
ground
with
every
step.
He
suddenly
stopped.
Motionless.
For
a
moment
he
felt
like
the
fly
he
had
watched
in
bed
that
morning.
The
thought
of
it
made
him
want
to
laugh,
but
something
told
him
to
pay
attention.
Then,
there
it
was
again.
A
low,
distant
rumble.
The
blizzard
was
coming
and
it
was
at
least
30
minutes
forward
or
back
to
shelter.
He
wouldn’t
make
it.
Panic
started
rising
in
his
chest.
Again,
the
low,
ominous
growl
of
the
snow
storm,
like
a
giant
hand,
sweeping
the
land,
clearing
it
of
all
life.
Reread
your
work
after
two
sentences/lines.
Does
it
make
sense?
Reread
your
work
after
4
sentences/lines.
Does
it
make
sense?
Reread
your
work
after
6
sentences/lines.
Does
it
make
sense?
Keep
doing
this
– I
did
when
I
was
writing
it
and
made
many
changes!!
K
McCabe
2017

9. DESCRIPTION
1. Plan
your
description.
Box
off
areas
of
the
picture
you
can
focus
on.
Plan
to
use
3
language
devices
and
3
structure
devices.
You
could
use
this:
For
a
description,
try
to
think
of
one
central
metaphor
you
can
use
and
apply
to
different
aspects
of
the
scene
(eg – waves
=
an
army/battle
Forest
=
maze/hidden
secret
city
=
jungle
)
Map
out
your
paragraphs.
Organization
is
important
and
part
of
the
mark
scheme.
Paragraphs
that
are
not
organized
or
no
paragraphs at
all,
will
limit
the
mark you
can
achieve.
2.
Once
you
have
the
basis
for
your
story,
you
can
start
writing.
Personification External
view
to
internal
thoughts
Metaphor Zoom
in
on
specific
detail
Juxtaposition present
participles
to
show
fast
action
The
sky
seemed
at
peace.
Seagulls
swopped
and
dived,
in
and
out
of
the
clouds.
They
called
to
each
other,
almost
laughing
at
the
chaos
going
on
below,
and
the
spiteful
power
of
the
sea.
Wave
after
wave
crashed
against
the
sea
wall.
The
roar
of
the
tide,
so
ominous
for
those
on
land,
was
a
distant
hum
for
the
gulls
in
the
sky.
It
was
unstoppable.
The
waves
were
like
an
army,
coming
to
attack
the
land.
As
each
wave
hit,
the
sea
foam
and
spray
exploded,
and
mist
filled
the
air.
The
water,
dark
and
grey,
pulled
violently
backwards,
preparing
to
strike
again.
A
train
moved
along
the
tracks,
overshadowed
but
the
fierce
power
of
the
ocean.
From
above,
it
looked
like
a
toy
train
on
a
child’s
track,
ready
to
be
knocked
sideways
at
any
moment,
edging
forwards
along
the
sea
wall.
Start
with
1st
element
-­‐ sky
Waves
and
sea
Train
contrast
Reread
your
work
after
two
sentences/lines.
Does
it
make
sense?
Reread
your
work
after
4
sentences/lines.
Does
it
make
sense?
Reread
your
work
after
6
sentences/lines.
Does
it
make
sense?
Useful
description
structures:
Sky
– land
(buildings/natural
landscape)
–people
Air
(atmosphere)
-­‐ sounds
– smells
– people
Object
(zooming
on
on
specific
detail)
-­‐ interior
-­‐people
– exterior
Person
– setting
– other
people
– sounds/smells
K
McCabe
2017

10. LANG
P2
Q2
SUMMARY
1. Read
the
question
carefully.
You
are
looking
at
the
whole
of
both
sources:
2. Highlight
the
key
word
-­‐ Differences between
Eddie
and
Henry
3. Focus
on
factual
information
-­‐ objects,
events,
facts.
Try
to
avoid
emotion &
viewpoints.
4. Select
3
points
for
summary.
It
could
look
like
this:
SOURCE
A
I
am
staring
at
a
finely
printed
sheet
of
paper
and
trying
not
to
let
the
bad
feelings
seep
in.
This
sheet
is
all
my
childhood
Sunday-­‐night
feelings
of
dread
come
at
once.
It
is
humiliation
and
"could
do
better"
and
"pay
attention
now".
I
only
have
myself
to
blame.
A
few
months
ago
over
dinner
Eddie
announced
that,
in English,
they
were
experimenting
with
food
writing.
"I
have
to
come
up
with
metaphors.
Give
me
a
metaphor
about
this
pizza,"
he
said.
"I
don't
think
I
should
do
your
homework
for
you,"
I
said.
He
raised
his
eyebrows.
"You
can't
think
of
one,
can
you?"
This
is
what
happens
if
you
feed
and
educate
your
children.
They
grow
up,
become
clever
and
remorselessly
take
the
mickey
out
of
you.
He
was
right.
I
didn't.
On
the
spot
I
couldn't
think
of
a
single
food
metaphor
worth
dragging
out
and
slapping
on
the
table.
And
so
the
memories
of
homework
came
flooding
back:
of
long
nights
of
carefully
planned
idleness
ruined
by
the
imposition
of
essays
and
work
sheets,
of
tasks
flunked,
of
a
chilly
emptiness
at
the
thought
of
the
way
my
efforts
would
be
received
by
teachers.
The
fact
is
that
I
was
not
especially
academic.
On
the
results
sheet,
my
grades
lined
up
like
a
line
of
Pac-­‐Men
doing
a
conga.
SOURCE
B
Dear
Father,
Our
Master
has
arrived
at
Cotherstone,
but
I
was
sorry
to
learn
he
had
no
Letter
for
me
nor
anything
else,
which
made
me
very
unhappy.
If
you
recollect,
I
promised
that
I
would
write
you
a
sly
Letter,
which
I
assure
you
I
have
not
forgot,
and
now
an
opportunity
has
come
at
last.
I
hope,
my
dear
Father,
you
will
not
let
Mr.
Smith
know
anything
about
it
for
he
would
flog
me
if
he
knew
it.
I
hope,
my
dear
Father,
you
will
write
me
a
Letter
as
soon
as
you
receive
this,
but
pray
don’t
mention
anything
about
this
in
yours;
only
put
a
X
at
the
bottom,
or
write
to
my
good
Friend
Mr.
Halmer,
who
is
very
kind
to
me
and
he
will
give
it
to
me
when
I
go
to
Church.
He
lives
opposite
and
I
assure
you,
my
dear
Father,
they
are
the
kindest
Friends
I
have
in
Yorkshire
and
I
know
he
will
not
show
it
to
Mr.
Smith
for
the
Letters
I
write
you
are
all
examined
before
they
leave
the
School.
I
do
not
approve
of
the
System
of
Education,
for
they
do
not
appear
to
have
improved.
When
they
left
home,
they
could
both
spell,
and
in
Henry’s
Letter
I
see
several
words
wrong
spelt
–I
also
do
not
like
the
injunction
laid
upon
them
of
not
being
allowed
to
write
to
me
without
the
Master’s
seeing
the
contents
of
their
Letters.
If
you
should
not
be
able
to
get
a
private
interview
with
them
in
the
course
of
a
fortnight,
I
shall
be
obliged
by
your
writing
to
me
to
say
so
and
I
will
immediately
give
notice
to
Mr.
Smith
that
I
intend
to
have
them
home
at
Christmas.
I
should
prefer
your
seeing
George
if
you
can,
and
hear
what
he
says,
as
I
can
rely
more
on
the
truth
of
his
story,
than
Henry’s,
for
I
believe
Henry’s
principal
object
is
to
get
home.
We
have
all
a
great
desire
to
see
him,
but
particularly
to
see
George,
our
other
son,
who
is
a
meek
Boy
and
not
so
able
to
endure
ill
treatment
as
Henry
–George
is
a
great
favouritewith
us
all,
and
so
he
was
with
his
late
dear
Mother
who
is
now
no
more.
You
need
to
refer
to
Source
A
and
Source
B
for
this
question.
Use
details
from
both
Sources.
Write
a
summary
of
the
differences
between
Eddie
and
Henry.
Eddie
is
more
academic
than
his
father Henry’s
father
has
noticed
spelling errors
in
his
work
Eddie
is
living
at
home
with
his
family Henry
is
living
away
from
his
family,
at
boarding
school
Eddie
wants help
with
his
homework Henry
wants
to
come
home
K
McCabe
2017

11. 5.
Make
inferences
about
the
information
(inference=a
conclusion
based
on
evidence)
using
evidence
from
the
text
to
support
your
answer:
Eddie
seems
to
be
better
at
school
than
Henry,
and
even
more
academic
than
his
own
father.
In
Source
A,
Eddie’s
father
explains
that
Eddie
mocked
his
father
for
not
being
able
to
think
of
a
food
metaphor,
and
he
also
mentions
that
he
‘was
not
especially
academic’.
This
suggests
that
he
thinks
Eddie
is
certainly
more
able
at
school
than
he
was.
Henry,
on
the
other
hand,
has
his
letter
criticised by
his
father
for
‘having
several
words
wrong
spelt’
in
it.
The
reader
can
infer
that
Henry
does
not
meet
his
father’s
expectations
and
he
is
disappointed
in
him.
Another
key
difference
between
the
two
boys
is
that
Eddie
lives
at
home,
whereas
Henry
lives
in
a
boarding
school
away
from
his
parents.
Eddie
is
able
to
share
time
with
his
family
and
can
discuss
school
‘over
dinner’.
This
conveys
a
sense
of
closeness
between
father
and
son.
In
contrast,
Henry
is
away
from
his
father
and
can
only
communicate
via
letter.
He
is
also
anxious
that
his
letters
‘are
examined
before
they
leave
school’.
Whereas
Eddie
can
communicate
directly
and
openly
to
his
father,
Henry
has
to
overcome
several
obstacles
to
communicate
with
his.
Finally,
there
is
a
difference
is
what
the
two
boys
want
from
their
fathers.
Eddie
wants
help
with
his
homework
and
does
this
by
almost
challenging
his
father
to
a
competition
to
see
who
is
better.
Eddie
says
‘You
can’t
think
of
one,
can
you?’,
implying
that
he
is
using
the
question
as
a
way
of
getting
his
homework
done.
Henry
wants
his
father
to
allow
him
to
come
home
because
he
is
so
unhappy.
K
McCabe
2017

12. LANG
P1
Q4
VIEWPOINTS
&
PERSPECTIVES
1. Read
the
question
carefully:
2. Highlight
the
key
words
–attitudes
to
parenting
and
education
3. Use
the
What,
How
,
Why
questions?
What are
the
attitudes
to
parenting
and
education?
How has
the
writer
shown
these
attitudes?
This
is
crucial:
the
methods
used
by
the
writer
Part
language,
part
structure
Why
has
the
writer
shown
these
attitudes?
To
help
you
work
out
attitudes,
viewpoints,
perspectives,
ask
yourself:
COST
Content – what
is
the
main
content
of
each
text?
What
is
the
writer
most
focused
on
or
concerned
with?
This
will
suggest
what
is
important
and
seen
as
worth
highlighting.
Does
the
content/focus
change
in
the
extract
to
show
an
attitude
shift
or
change?
Organisation – What
is
focused
on
first?
last?
What
impression
does
this
give
us
of
the
attitude?
Semantic
Field
– What
language
is
used
throughout?
What
language
thread
runs
through
the
text?
What
motifs
are
used
and
repeated?
Tone
– If
you
could
pinpoint
1
phrase
that
summarises the
tone
of
the
writer,
which
one
would
it
be?
How
does
it
demonstrate
the
central
feeling,
perspective
or
attitude?
The
Father
in
Source
A
is
largely
focused
on,
what
he
feels,
is
his
own
failings
as
a
parent
rather
than
a
criticism
of
his
son’s
laziness.
The
negative
feelings
he
has
about
himself
account
for
a
large
part
of
the
extract.
He
is
questioning
his
fear
of
homework
and
his
inability
to
help
his
son.
He
begins
by
saying
that
he
is
‘staring
at
a
finely
printed
sheet
of
paper
trying
not
to
let
the
bad
feelings
seep
in’.
It
is
almost
as
if
he
is
haunted
by
his
childhood
and
now,
being
a
parent,
he
is
reminded
of
all
of
those
feelings
he
once
had
about
school.
This
is
in
sharp
contrast
to
the
parent
in
source
B.
The
main
concern
of
the
father
that
is
the
central
focus
here,
is
he
criticism
of
the
education
system,
and
to
some
extent
his
son.
The
language
of
the
father
in
source
A
further
confirms
his
general
negativity
towards
himself,
rather
than
education
or
his
son.
He
explicitly
states
’
I
only
have
myself
to
blame’,
and
then
uses
words
like
‘dragging’,
‘slapping’,
‘idleness’,
‘humiliation’,
each
adding
to
his
sense
of
failing
as
a
parent.
For
this
question,
you
need
to
refer
to
the
whole
of
source
A
together
with
source
B,
the
father’s
letter
to
a
family
friend.
Compare
how
the
two
writers
convey
their
different
attitudes
to
parenting
and
education.
In
your
answer,
you
should:
•
compare
their
different
attitudes
•
compare
the
methods
they
use
to
convey
their
attitudes
•
support
your
ideas
with
references
to
both
texts.
[16
Marks]
‘K
McCabe
2017

13. LANG
P2
Q5
WRITING
TO
PRESENT
A
VIEW
1.
Do
this
question
first.
Time
yourself
to
make
sure
you
don’t
spend
any
more
than
45
minutes
writing
your
answer.
2.
Read
the
task
instruction
carefully.
Pay
particular
attention
to
the
form you
are
being
asked
to
write
in
and
think
about
the
tone
of
voice
you
should
adopt.
3.
Plan
some
points
for
your
response.
Make
sure
you
decide
which
voice
you
should
write
in.
4.
Write
you
response.
Remember
the
techniques
you
can
use
to
present
a
viewpoint:
‘More
money
needs
to
be
given
to
build
facilities
for
young
people.
This
would
solve
a
number
of
social
problems.’
Write
a
letter
to
your
local
MP
giving
your
point
of
view
(24
marks
for
content
and
organisation16
marks
for
technical
accuracy)
[40
marks
Direct
address
(you,
we) Anecdote
(Last
year,
a
young
man..)
Facts
(20
Parks
closed
last
year)
Opinion
(I
believe…)
Rhetorical
Question
(When
did
we
stop
caring
about
the
youth
of
this
country?)
Emotive
Language
(shocking
decision) Statistics (52%
of
young
people)
Triples/Rule
of
Three
(More
important
is
our
healthcare,
education
and
social
services)
Alliteration
(terrible
tragedy
of
our
provision
for
young
people)
K
McCabe
2017

15. Q5:
’Young
people
need
to
take
more
responsibility
for
protecting
the
environment.
It
is
their
world’
Write
an
article
for
a
newspaper
giving
your
opinion.
Heading “What
about
the
Children?’
Sub-­‐Heading Global
Environment
is
at
Crisis
point by
Chris
Marshall
Strong opening
links
to
something
familiar
These
words
may
be
no
more
than
the
lyrics
of
a
simple
pop
song,
but
behind
them
lies
a
powerful
message.
Justin
Bieber
is
right:
the
future
life
of
young
people
today
is
under
threat.
Facts
Formal
tone
for
Newspaper
On
average,
there
are
thousands
of
tonnes
of
waste
product
being
pumped
into
the
air,
sea
and
landfill
sites.
Much
of
this
will
never
degrade
and
will
still
be
floating
around
when
our
children’s
children’s
children
are
old
and
grey.
Inventive,
creative
detail
Direct
address
Imagery
Triples
Dr Martin Spokes
is
an
environmental
analyst.
Speaking
to
him
is
an
unpleasant
experience,
as
it
makes
you
realise
there
is
less
time
than
we
thought
to
turn
things
around.
‘We
need
to
see
the
earth
like
a
balloon,
or
as
something
as
delicate
as
a
paper
bag.
It
can
withstand
a
great
deal
of
pressure
– our
cars,
our
deforestation,
our
pollution,
but
one
day
it
will
be
unable
to
repair
itself.
“
In
the
course
of
our
interview,
Spokes
was
in
no
doubt
that
the
only
way
to
slow
this
catastrophe
down
and
hopefully,
start
repairing
some
of
the
damage
we
have
caused,
is
get
young
people
on
board.
“When
young
people
reach
my
age”
he
said,
“life
will
be
very
different.
We
will
have
lost
many
species,
and
pollution
will
be
at
an
all
time
high”.
Emotive
language
Although
I
left
Dr Spokes
feeling
pretty
shaken
about
what
the
future
might
hold,
I
had
a
better
understanding
of
why
young
people
are
so
crucial
to
the
future
of
the
planet
and
why
it
is
not
good
enough
for
them
to
state
that
it
isn’t
their
problem.
Alliteration
Humour
Rhetorical
question
Facts
Every
generation
inherits
something
from
the
generation
before.
Those
freckle
faced
teens
will
soon
be
the
businessmen
of
tomorrow.
However,
if
they
continue
to
see
environmental
issues
as
‘dull’
‘dead’
or
‘long’,
there
will
be
very
little
business
for
them
to
do.
Fossil
fuels
will
have
run
out
and
it
is
likely
they
will
have
been
too
busy
taking
selfies
to
develop
renewable
energy
sources.
So
what
then?
If
Dr Spokes’
predictions
are
right,
environmental
issues
will
have
to
become
the
new
‘cool’
for
teens.
Maybe
we
should
have
more
faith.
After
all,
when
we
look
back
at
some
of
the
teens
of
past
decades,
it
would
be
hard
to
imagine
that
they
could
win
two
World
Wars
and
end
horrible
injustices
against
race
and
religion.
The
one
message
that
stayed
with
me
after
meeting
Dr Spokes
was
his
view
on
things
staying
the
same
“It
is
in
our
nature
to
think
things
stay
the
same
forever,
but
they
don’t.
But
that
doesn't
mean
they
have
to
get
worse.
With
a
little
help
from
young
people,
the
future
could
be
very
bright
indeed.”
Write
your
own
Q5:
‘The
young
people
in
developed,
Western
countries
are
the
unhappiest
in
the
world’.
Write
an
article
for
a
newspaper
giving
your
opinion
on
this
statement.
K
McCabe
2017

16. LIT
P1
Section
A
MACBETH
ESSAY
1. Read
the
question.
The
extract
in
the
exam
will
be
longer
than
the
example
below.
2. Highlight
the
key
word
– remorse
(sadness,
guilt,
regret,
shame)
3. Find
3
examples
of
these
things
in
the
extract
and
try
to
match
them
to
3
other
events
in
the
play.
This
may
look
like:
4. Focus
on
What,
How and
Why:
What has
Shakespeare
done?
How has
Shakespeare
done
it?
Why has
Shakespeare
done
it?
(Using
Techniques
Evidence
and
Analysis)
Shakespeare
presents
Macbeth
as
having
different
levels
of
remorse
for
his
actions
throughout
the
play
and
in
this
extract.
The
extract
begins
with
Macbeth
stating
that
Lady
Macbeth
‘should
have
died
hereafter’.
He
is
complaining
that
he
is
about
to
take
part
in
a
battle
to
face
Macduff
and
does
not
have
time
to
mourn
her
properly.
This
exposes
the
cold,
cruel
side
of
Macbeth
who
has
become
obsessed.
SEYTON The
queen,
my
lord,
is
dead.
MACBETH She
should
have
died
hereafter;
There
would
have
been
a
time
for
such
a
word.
To-­‐morrow,
and
to-­‐morrow,
and
to-­‐morrow,
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.
(V,
V)
Starting
with
this
extract,
how
far
does
Macbeth
show
remorse
for
his
actions?
You
could
write
about:
• How
far
Macbeth
shows
remorse
in
this
extract
• How
far
Macbeth
show
remorse
in
the
play
as
a
whole
1. ‘She
should
have
died
hereafter’ –later/
another
time/when
it
was
more
convenient.
Obsessed
with being
victorious
NO
REMORSE
Macbeth murders
his
own
best
friend
Banquo
and
the
King
who
he
was
loyal
to,
to
fulfill
the
prophecy
to
be
king.
Ambitious,
cold
2.
‘Out, out
brief
candle’
–sees
her
as
delicate,
bringing
light
to
his
life.
REMORSE
He
loved
her
and
did
everything
for
Lady
Macbeth.
She manipulated
him
to
do
what
he
did.
‘And
live
a
coward?’
3.
‘Full
of
sound
and fury,
signifying
nothing’
–
Purposeless,
pointless,
no
reason
for
all
the
murder
–with
no
queen,
he
has
won
nothing.
REMORSE
His
inner
turmoil
has
always
told
him
it
was
the
wrong
thing
to
do.
Conflict
over
Duncan’s
murder,
trauma over
Banquo
‘O,
full
of
scorpions
is
my
mind’
K
McCabe
2017

17. MACBETH
CHEAT
SHEET
– WHAT
YOU
MUST
KNOW:
Context Jacobean
– Time
of
King
James
1
Fear
of Witchcraft,
superstitions
Shakespeare
wanted
to
please
and
flatter
the
King
(or
be
guilty
of
treason)
but
aware
that
King
James
was
deeply
unpopular
(as
shown
by
the
Gunpowder
Plot)
English
were
distrustful
and
wary
of
the
Scots.
Kings
were
next
to
God
in
status
and
importance.
Outline Macbeth
is
successful
warrior,
praised
by
King Duncan.
On
return
from
a
battle,
he
and
his
best
friend
Banquo
meet
three
witches
who
prophesize
that
Macbeth
will
become
King
but
Banquo’s
children
will
become
the
future
line
of
kings.
Macbeth,
persuaded
by
his
wife,
Lady
Macbeth
kills
Duncan
and
blames
it
on
the
servants.
Duncan’s
sons
flee
fearing
for
their
lives.
Macbeth
is
crowned
as
King.
He
then
kills
Banquo,
who
has
become
suspicious,
and
begins
to
hallucinate.
Macbeth
returns
to
the
witches
to
find
out
what
will
happen
to
him.
He
is
given
3
ambiguous
prophesies,
which
he
wrongly
interprets.
Meanwhile,
Malcolm
(one
of
the
sons)
tells
Macduff,
another
nobleman,
that
his
family
have
been
killed.
Macbeth
is
killing
anyone
he
thinks
is
a
traitor.
Malcolm
persuades
Macduff
to
return
with
him
to
kill
Macbeth.
Just
before
the
final
battle,
Lady
Macbeth
kills
herself,
disturbed
by
nightmares
and
lack
of
sleep.
Macbeth
is
killed
by
Macduff
in
battle
and
Malcolm
is
crowned
as
the
new
king.
Themes Tragedy
– Macbeth
as
a
tragic
hero
–ambition
and
his
fatal
flaw
Ambiguity –Equivocation
and
paradox
Female
qualities
–role
of
women
and
Lady
Macbeth
vs
the
Witches
Done
– Nothing
is
ever
complete
or
finished
Loyalty
and
worthiness
–Macbeth’s
loyalty
to
Duncan
and
his
wife.
Inner
trauma,
guilt
and
the
power
of
imagination.
The
natural
world
vs
the
supernatural
world.
Vocabulary
– 10
Must
Know
terms
Turmoil A
feeling
of
trauma
or
conflict
experienced by
a
character.
In
chaos
Remorse A
feeling
of
deep
sadness,
regret,
shame
Manipulation To
persuade
someone
to
do
something
that
is
often
in
your
own
best
interests,
rather
than
theirs
Diabolical Evil,
likened
to
the
devil
Iambic
pentameter
A
rhythm
of
much of
Shakespeare’s
with
10
beats,
close
to
natural
speech,
like
the
rhythm
of
a
heartbeat.
Broken
by
Shakespeare
to
create
tension
Tyrant A
cruel
and
heartless
leader
Embodies To
represent
totally
or
wholly.
Lady
Macbeth
embodies
evil
Ambiguity Something
unclear
or
uncertain.
Open
to
several
interpretations
Allusion Encouraging
the
audienceto
recall
something
else
(another
well
know
story)
or
make
comparison
Hamartia a
fatal
flaw
leading
to
the
downfall
of
a
hero
or
heroineK
McCabe
2017

18. MACBETH
10 11Must Know
Quotes
to
weave
into
ANY
answer:
‘For
brave
Macbeth,
well
he
deserves
that
name.
O
valiant
cousin’
Duncan
speaking
about
Macbeth
after
the
first
battle.
‘Sleep
no
more,
Macbeth
hath
murdered
sleep’
Macbeth
immediately
after
the
murder
of
Duncan
‘I
do
fear
thy
nature,
It
is
too
full
of
the
milk
of
human
kindness’
Lady
Macbeth
trying
to
persuade
Macbeth
to
kill
Duncan.
‘To
be
thus,
is
nothing,
but
to
be
safely
thus’
Macbeth
on
his
decision
to have
Banquo
murdered.
’Look
like
the
innocent
flower,
but
be
the
serpent
under’t’ Lady
Macbeth
guiding
Macbeth
‘Sweet
remembrancer’
Macbeth
speaking to
his
wife
after
the
murders
have
begun
‘There’s
daggers
in men’s
smiles’
Donalbain
fearing
for
his
life
after
the
murder
of
his
father.
’O,
full
of
scorpions
is
my
mind
dear
wife’
Macbeth
speaking to
his
wife
after
the
murders
have
begun
‘No spur
to
prick
the
sides
of
my
intent,
but
only
vaulting
ambition,
which
o’erleapsitself
and
falls
on
the
other’
Macbeth
‘It
(life)
is
a
tale,
told
by an
idiot,
full
of
sound
an
fury,
signifying
nothing’
Macbeth
on
hearing
about
the
suicide
of
his
wife.
‘Stars
hide
your
fires,
let
not
light
see
my
black
and
deep
desires’
Macbeth
thinking
about
the
prophecy
K
McCabe
2017

19. LIT
P1
SECTION
B
JEKYLL
&
HYDE
ESSAY
1. Read
the
question.
The
extract
in
the
exam
may
be
longer
than
the
example
below.
2. Highlight
the
key
words
– fear
and
terror
(tension,
foreboding,
gothic,
shock,
enigma)
3. Find
3
examples
of
these
things
in
the
extract
and
try
to
match
them
to
3
other
events
in
the
play.
This
may
look
like:
4. Focus
on
What,
How and
Why:
What has
Stevenson
done?
How has
Stevenson
done
it?
Why has
Stevenson
done
it?
(Using
Techniques
Evidence
and
Analysis)
Stevenson
creates
fear
and
tension
in
this
extract
using
a
number
of
key
devices
that
also
appear
throughout
the
novel.
Utterson,
at
the
beginning
of
the
extract
is
having
a
nightmare
and
is
described
as
being
‘enslaved’
by
his
imagination.
Enslaved
conveys
a
sense
that
Utterson
is
a
prisoner
to
these
thoughts.
The
images
of
Hyde
are
haunting
him
and
he
cannot
shake
them.
This
lack
of
control
over
the
mind
is
one
of
the
key
themes
in
the
novel.
Jekyll,
like
Utterson
has
no
control
over
his
dark
thoughts
and
feelings.
This
is
the
reason
he
feels
he
must
separate
the
two
sides
of
his
nature.
Six o'clock stuck on the bells of the church that was so conveniently near to Mr. Utterson's dwelling,
and still he was digging at the problem. Hitherto it had touched him on the intellectual side alone; but
now his imagination also was engaged, or rather enslaved; and as he lay and tossed in the gross
darkness of the night and the curtained room, Mr. Enfield's tale went by before his mind in a scroll of
lighted pictures. He would be aware of the great field of lamps of a nocturnal city; then of the figure of
a man walking swiftly; then of a child running from the doctor's; and then these met, and that human
Juggernaut trod the child down and passed on regardless of her screams. Or else he would see a room
in a rich house, where his friend lay asleep, dreaming and smiling at his dreams; and then the door of
that room would be opened, the curtains of the bed plucked apart, the sleeper recalled, and lo! there
would stand by his side a figure to whom power was given, and even at that dead hour, he must rise
and do its bidding. The figure in these two phases haunted the lawyer all night; and if at any time he
dozed over, it was but to see it glide more stealthily through sleeping houses, or move the more swiftly
and still the more swiftly, even to dizziness, through wider labyrinths of lamplighted city, and at every
street corner crush a child and leave her screaming. And still the figure had no face by which he might
know it; even in his dreams, it had no face, or one that baffled him and melted before his eyes; and thus
it was that there sprang up and grew apace in the lawyer's mind a singularly strong, almost an
inordinate, curiosity to behold the features of the real Mr. Hyde. If he could but once set eyes on him,
he thought the mystery would lighten and perhaps roll altogether away, as was the habit of mysterious
things when well examined.
Starting
with
this
extract,
how
far
does
Stevenson
create
a
sense
of
fear
and
terror?
You
could
write
about:
• How
far
Stevenson
creates
fear
and
terror
in
this
extract
• How
far
Stevenson
creates
fear
and
terror
in
the
novel
as
a
whole
1.
’imagination’
was
‘enslaved’
–a
slave
to
thoughts
of
Hyde,
haunting
him
being
a
‘slave’
is
like
Jekyll
–a
slave
to
his
dark
behaviour,
why
he
had
to
separate
the
two.
2.
‘field
of
lamps of
a
nocturnal
city’
–nighttime,
fear
of
the
city,
strangers
Much
of
the
action
happens at
nighttime
or
in
fog.
Gothic
device.
Sir
Danvers
Carew,
3.
‘And
still
the
figure
had
no
face’
–unknown,
disturbing, enigmatic
In
chapter
1
Hyde
cannot
be
described,inhuman–
indescribablemalformation
K
McCabe
2017

20. JEKYLL
&
HYDE
CHEAT
SHEET
– WHAT
YOU
MUST
KNOW
Context Victorian
novel
that
became
a
global
’blockbuster’
Gothic
genre,
loved
by
Victorian
readers
Religious age.
being
religious
was
morally
right.
Heavy
emphasis
placed
on
public
respectability,
although
criminal
or
immoral
behaviour
was
widespread
especially
in
cities.
Urban
terror
or
fear,
as
cities
grew
rapidly
with
industrialization
Darwin’s
‘The
Origin
of
the
Species’
and
Evolution theory
shook
people’s
understanding
and
belief
in
God
Outline Utterson, a
highly
respected
lawyer,
walking
with
his
cousin,
Enfield,
is
shown
a
door
and
told
about
an
event
that
Enfield
witnessed.
Enfield
watched
a
monstrous
looking
man,
Mr
Hyde,
‘trample’
over
a
young
girl.
The
family
demanded
compensation.
The
man
paid
the
family
but
used
a
key
to
the
house
of
Dr Jekyll
–another
highly
respected
gentleman
-­‐ a
doctor
and
friend
of
Utterson.
Utterson
remembered
that
Jekyll’s
will
leaves
everything
to
a
man
by
the
same
name
– Mr
Hyde.
Utterson
meets
Hyde
and
immediately
after,
goes
to
see
Jekyll
to
find
out
the
connection
between
them.
Dr Jekyll
is
calm
but
secretive
about
Hyde.
Soon
after,
an
MP,
Sir
Danvers
Carew
is
murdered
by
Hyde,
witnessed
through
a
closed
window
by
a
maid.
Jekyll
says
he
has
received
a
letter
from
Hyde,
but
when
Utterson
has
his
clerk
examine
it,
it
is
clear
it
was
written
by
Jekyll
not
Hyde.
Meanwhile,
Dr Lanyon,
close
friend
of
both
Jekyll
and
Utterson,
mysteriously
becomes
ill
and
dies.
One
night,
Utterson
is
called
by
Poole
to
help
his
master,
Dr Jekyll.
Arriving,
they
break
into
the
room
and
see
Hyde
dead
on
the
floor.
Jekyll
has
left
a
note
for
Utterson.
After
the
death,
Utterson
reads
the
letter
from
Lanyon
that
explains
he
watched
Hyde
transform
into
Jekyll,
and
died
of
shock
soon
after.
Utterson
also
reads
Jekyll’s
full
confession,
that
he
could
not
bear
to
live
with
the
dark
side
of
his
nature
and
so
invented
a
way
of
keeping
it
separate
and
transforming
into
another
person
(Hyde)
to
indulge
his
dark
desires.
Themes Duality
–two
conflicting
sides
trying
to
exist
together
(moral/immoral,
human/animal)
Concealment
–hidden
secrets,
locked
doors,
windows,
letters Fog
– also
concealing
Supernatural
&
religion
Respectability
and public
vs
private
Urban
terror
Vocabulary
– 10
Must
Know
Words
Duality two
opposing forces
next
to
each
other
Veneer
of
respectability
A
thin, surface
layer
of
respectability
shown
in
public
that
soon
disappears
Concealed Hidden,
undercover,
secret
Savage wild
like
a
beast
Troglodytic like
a
cave
dweller
Embodies To
represent
totally
or
wholly.
Utterson
embodies
respectability and
control
Hamartia a
fatal
flaw
leading
to
the
downfall
of
a
hero
or
heroine
Narrative
voice The
voice
of
the
person
telling
the
story. In
J&H
it
is
Utterson,
the
maid,
Lanyon,
Jekyll,
Enfield,
Poole
all
tell stories
to
piece
parts
of
the
puzzle
together
Enigma a
puzzle,
something
unclear,
a
mystery
Transformation To
become
one
thing
from
another,
to
change
and
alter
K
McCabe
2017

21. JEKYLL
&
HYDE
10
Must Know
Quotes
to
weave
into
ANY
answer:
The
last
reputable
acquaintance
andlast
good
influence
in
the
lives
of
down-­‐going
men’
Description
of
Utterson
‘Mr
Hyde
was
pale
and
dwarfish: he
gave
the
impression
of
deformity
without
any
nameable
malformation’ Utterson
after
meeting
Mr
Hyde
‘There is
something
wrong
with
his
appearance,
something
displeasing,
something
downright
detestable’
Enfield
to
Utterson,
describing
Hyde.
‘In
each
of
use,
two
natures
are
at
war
–the
good
and
the
evil’
Jekyll’s
statement
‘The
moment
I
choose,
I
can
be
rid
of
Mr
Hyde’
Jekyll
trying
to
reassure
Utterson.
‘All
human
beings…
are
comingled
out
of
good
and
evil’ Jekyll’s
statement
‘with
ape-­‐like
fury,
he
was
trampling
his
victim
under foot
and
hailing
down
a
storm
of
blows’
Hyde’s
attack
on
Sir
Danvers
Carew.
‘I
was
losing
hold of
my
original
and
better
self’
Jekyll
on
slowly
becoming
more
Hyde
than
Jekyll.
‘Or
has
the
greed
of
curiosity
too
much
command
of
you?’
Hyde
speaking
to
Lanyon
in
his
house
‘I
am
the
chiefof
sinners,
I
am
the
chief
of
sufferers
also’
Jekyll
in
his
confession
K
McCabe
2017

22. LIT
P2
SECTION
B
AN
INSPECTOR
CALLS
ESSAY
1. Read
the
question
carefully.
There
are
two
to
choose
from.
Typically,
there
will
be
a
choice
of
a
question
on
character
and
a
question
on
a
theme.
There
could
also
be
a
question
on
the
staging,
and
stage
directions
of
An
Inspector
Calls.
2. Decide
on
your
clear,
opinion,
response
to
the
question:
Mrs Birling
is
presented
as___________
(smug,
superior,
capitalist,
cold,
remorseless
etc.)
3.
Focus
on
What,
How and
Why:
What is
Mrs Birling
presented
as?
(smug,
cold,
callous,
remorseless
etc.)
How is
Mrs Birling
presented
as
?
Why is
Mrs Birling
presented
as
?
(Using
Techniques
Evidence
and
Analysis)
4. Choose
3
main
events
from
the
play
that
involve
Mrs Birling
that
help
to
explore
your
view.
It
could
look
like
this:
How
does
Priestley
present
the
character
of
Mrs
Birling
in
An
Inspector
Calls?
Write
about:
•
how
Mrs
Birling
responds
to
her
family
and
to
the
Inspector
•
how
Priestley
presents
Mrs
Birling
by
the
ways
he
writes.
[30
marks] AO4
[4
marks]
1.
MrsBirling’s
responsesat
dinner
–telling
Eric
off,
telling
Mr
Birling
off
–overly
concerned
with
etiquette.
Shows
her
superiority.
She
keeps
everyone's
behaviour
in
check
but
is
still
inferior
in
her
status
as
female
and
wife.
She
has
no
choice
but
to
allow
her
husband
to
make
his
speeches.
She
is
determined
to
make
a
good
impression
on
Gerald.
2.
MrsBirling
working
for
a
charity
but
displaying
very
uncharitable
behaviour.
She
is
prejudiced
against
girls
like
Eva
Smith
and
decides
she
is
undeserving
of
help. She
takes
no
responsibility
for
what
will
happen
to
her
3.
MrsBirling
saying
the
man
should
be
punished
without
realising she
is
talking
about
her
son.
She
sees
the
behaviour
of
other
people
different
to
the
behaviour
of
her
family.
They
should
be
protected
and
excused
unlike
wider
society.
10
Must Know
Quotes
to
weave
into
ANY
answer:
‘You’d
think
everybody has
to
look
after
everybody
else’
(Birling)
‘Public
men
have
responsibilities
as
well
as
privileges’
(Inspector
to
Mr
Birling)
‘I
was
in
that
state
when
a
chap
easily
turns
nasty’
(Eric
about
Eva)
‘In the
morning
they’ll
be
as
amused
as
we
are’
(Mrs Birling
to
Arthur)
‘Each
of
you
helped
to
kill
her’
(Inspector) ‘But
these
girls
aren’t
cheap
labour, they’re
people’
(Sheila
to
her
family)
‘There
are
millions
and
millions
of
Eva
Smiths”
(Inspector)
‘If
you don’t
come
down
sharply,
they’d
soonbe
asking
the
earth’
(Birling
talking
about
Eva
Smith)
‘The
famous
younger
generationwho
know
it
all’
(Birling)
‘The
money’s
not
the
important
thing.
It’s
what
happened
to
the
girl’
(Eric)
K
McCabe
2017

23. AN
INSPECTOR
CALLS
CHEAT
SHEET
– WHAT
YOU
MUST
KNOW
Context Written in
1945
–Post
WWII
about
a
time
in
British
society
Pre-­‐WWI
(1912)
Edwardian
times
of
great
class
and
wealth
divide.
Rich,
capitalist
businessmen
did
not
treat
manual
workers
(the
means
of
production)
with
dignity
and
respect.
War
in
Europe
was
around
the
corner.
The
Titanic
was
about
sail
her
first
voyage
and
the
Great
Depression
would
sweep
Europe
and
America
in
the
years
after
WWI.
Women
were
not
allowed
to
vote
and
before
1914,
divorce
was
rare,
causing
a
scandal.
Respectability
and
reputation
were
highly
important
(like
in
Victorian
Times
of
J&H)
Priestley
was
a
socialist
himself,
believing
in
the
social
responsibility
and
the
welfare
system.
Outline The Birlings are
at
home,
enjoying
a
party
to
celebrate
the
engagement
of
Sheila
Birling
and
Gerald
Croft.
Arthur
Birling,
her
father,
gives
several
speeches
to
inform
the
younger
generation
what
the
future
is
likely
to
hold.
He
can
only
see
increased
wealth
and
prosperity,
especially
as
his
daughter
is
about
to
marry
into
a
richer
family
than
his
own.
Eric,
his
son,
is
getting
drunk,
and
is
shameful
according
to
his
parents,
Arthur
and
Sybil.
An
Inspector
calls,
interrupting
the
party.
He
introduces
himself
as
Inspector
Gooleand
announces
the
death
of
a
young
girl
Eva
Smith.
He
questions
each
character
in
turn
–starting
with
Mr
Birling,
then
Sheila,
Gerald,
Mrs Sybil
Birling
finally
Eric.
Each
character
had
an
impact
on
her
life,
which
Gooleargues,
contributed
to
her
suicide.
The
play
is
set
in
the
single
location
of
the
Birling
house,
which
communicates
wealth
and
status,
through
their
possessions
and
furnishings.
It
is
performed
in
real
time,
the
length
of
the
action
in
the
play,
is
the
length
of
the
performance.
The
audience
is
experiencing
the
shock
of
secret
revelations
and
the
characters
experience
them
on
stage.
Priestley
includes
detailed
stage
directions,
to
make
sure
the
audience
interpret
the
guilt
of
each
of
the
characters
as
he
had
intended.
Themes Social
responsibility
-­‐Capitalism Vs
Socialism
Age
-­‐Younger
generation
vs
Older
generation
Morality
Love
and
Relationships
Women’s
status
and
rights
–gender
difference
Vocabulary
– 10
Must
Know
terms
Etiquette A code
of
manners
and
polite
behaviour
in
a
group
Microcosm A
small
version
of
wider
society
Superior feeling
better
or
more
important
than
others
Patriarchal Men having
automatic
advantage
and
importance
over
women
because
of
their
gender
Social
responsibility
Individuals
being
responsible
for
all
members
of
society,
not
only
their
immediate
family
Capitalism A
system in
which
trade
is
controlled
by
private
business
owners
for
their
own
profit.
Socialism A
system
in
which
production
is
owned
and
shared
amongst
the
whole
community
Objectification Reducing
a
human
to the
status
of
an
object
Arrogant Exaggerated
sense
of
importanceand
status
Conscience A
moral
sense
of
right and
wrong
–acting
as
a
guide
to
behaviour
K
McCabe
2017

24. Lit
P2
SECTION
B
COMPARING
POETRY
1. Read
the
question
very
carefully.
Highlight
the
key
focus
word.
Joy
– Happiness/Contentment
/Positive
feelings.
In
most
of
the
L&R
poems,
there
is
a
joy,
but…..
2.
Decide
on
your
comparison
poem.
Re-­‐read
the
printed
poem
and
jot
down
a
structure
point
and
3
comparison
points.
It
might
look
like
this:
3.
Write
your
response
starting
with
an
overview
of
your
point
(Introduction
including
topic,
viewpoint,
tone),
a
structure
paragraph
(big
picture)
then
point
for
point
within
each
paragraph.
Focus
on
What?
How?
Why?
(technique/evidence/analysis):
Sonnet
29
is
an
outburst
of
joy
by
Barrett
Browning,
demanding
her
love
be
by
her
side.
It
has
a
urgent
and
insistent
tone.
Love’s
Philosophy,
also
celebrates
the
love
that
Shelley,
but
he
too,
will
not
be
satisfied
until
his
love
is
more
physically
romantic
with
him.
The
structure
of
Sonnet
29
is
a
Petrarchan
sonnet,
typically
used
in
love
poetry.
It’s
regular
structure
contains
the
repetition
of
the
‘ee’
sound,
‘thee’
‘instantly’,
‘see’,
which
gives
the
impression
of
joy.
these
words
force
the
mouth
into
a
smile,
conveying
Barrett
Browning’s
happiness.
’
I
think
of
thee!—my
thoughts
do
twine
and
bud
About
thee,
as
wild
vines,
about
a
tree,
Put
out
broad
leaves,
and
soon
there
's
nought
to
see
Except
the
straggling
green
which
hides
the
wood.
Yet,
O
my
palm-­‐tree,
be
it
understood
I
will
not
have
my
thoughts
instead
of
thee
Who
art
dearer,
better!
Rather,
instantly
Renew
thy
presence;
as
a
strong
tree
should,
Rustle
thy
boughs
and
set
thy
trunk
all
bare,
And
let
these
bands
of
greenery
which
insphere
thee
Drop
heavily
down,—burst,
shattered,
everywhere!
Because,
in
this
deep
joy
to
see
and
hear
thee
And
breathe
within
thy
shadow
a
new
air,
I
do
not
think
of
thee—I
am
too
near
thee.
How
do
poets
present
feelings
of
joy
in
poetry?
Compare
Sonnet
29:
I
Think
of
Thee
with
one
other
poem
of
your
choice.
SONNET29 LOVE’S
PHILOSOPHY
STRUCTURE:
Sonnet
love
poetry, Regular
rhyme
that
echoes
’ee’
sound
–excitement.
enjambment,
cannot
control
herself,
early
volta
STRUCTURE:
Highly
regular,
deeply
considered
to
persuade
her.
Series
of
questions
demanding
an
answer
Joy
but she
is
desperate
to
have
him
close.
Will
not
be
truly
satisfied
until
he
is
Joy
but he
is
trying
to
persuade
her
to
become
more
intimate
Uses
nature
to
illustratefeelings
of
love
she
cannot
say
directly
Uses
nature
as a
persuasive
tool
to
manipulate
her
into
doing
what
is
only
‘natural’
Repetition
to
show
the
strength
of
her
emotion Repetition
to
show
strength
of
emotion
K
McCabe
2017

25. LOVE
&
RELATIONSHIPS
POETRY
CHEAT
SHEET
– WHAT
YOU
MUST
KNOW
Contentment
Climbing
My
Grandfather
Before
You
Were
Mine
Mother,
Any
Distance
Singh
Song
Letters
From
Yorkshire
Sonnet
29
Many
of
the
poems
demonstrate
contentment
but……
Sonnet
29:
Only
truly
happy
if
he
is
with
her
Before
You
Were
Mine:
Understands
her
mother’s
dissatisfaction
with
her
life
after
having
children
Singh
Song: Loves
his
wife
but
she
causes
conflict
with
his
family
and
his
ability
to
do
his
job.
Conflict
Winter
Swans When
We
Two
Parted
Neutral
Tones
Porphyria’s
Lover
Farmer’s
Bride
Love’s
Philosophy
Parental
Love
Mother
Any
Distance
(Mother)
Before
You
Were
Mine
(Mother)
Walking
Away
(Son)
Follower
(Father
&
Son)
Climbing
My
Grandfather
Eden
Rock
(Mother
&
Father) Dangerous
Obsessive
Love
Porphyria's
Lover
Farmer’s
Bride
Love’s
Philosophy
Love
that
is
at
peace
or
resolved
Winter
Swans
Letters
From
Yorkshire
Singh
Song
Sonnet
29
Climbing
My
Grandfather
Mother,
Any
distance
These
are
conflict
poems
between
men
and
women.
There
is
also
conflict
in
some
of
the
parental
poems:
Before
You
Were
Mine
Walking
Away
Follower
Eden
Rock
These
are
poems
that
may
show
conflict
but
ultimately
end
on
a
positive,
uplifting
note.
Before
You
Were
Mine
Nature
in
Love
Letters
from
Yorkshire
Sonnet
29
Farmer’s
Bride
Winter
Swans
Climbing
My
Grandfather
Neutral
Tones
K
McCabe
2017

26. Poem 5 Must
Know
Quotes
When
We
Two
Parted ‘silence
and
tears’
‘sever’
‘colder
thy
kiss’
‘Half-­‐ broken
hearted’
‘Share
in
it’s
shame’
Neutral
Tones ‘starving sod’
’tedious
riddles’
’smile…was
the
deadest
thing’
‘grin
of
bitterness’
God-­‐curst
sun’
Winter
Swans ‘clouds
had
given
their
all’
‘gulping
for
breath’
‘skirted
the
lake’
‘like
boats
righting
in
rough
weather’
‘hands..had swum
the
distance
between
us’
Singh
Song ‘Lemons
are
limes’
‘tiny
eyes
of
a
gun’
‘She
effing
at
me
mum’
‘worst
indian shop’
‘Is
priceless
baby’
Love’s
Philosophy ‘The
fountains
mingle’
‘Nothing
in
the
world
is
single’
‘All
things
by
law
divine’
‘No
sister-­‐flower
would
be
forgiven’
‘If
thou
kiss
not
me’
Farmer’s
Bride ‘Too
young
maybe’
‘there’s
more
to
do
at
harvest
time than
bide
and
woo’
‘We
chased
her’
‘turned
the
lock
on
her’
‘As
long
as
men
folk
keep
away’
Porphyria’s
Lover ‘did its worst
to
vex
the
lake’
‘I
listened with
heart
fit
to
break’
‘Glided
in’
‘Too
weak’
‘While
I
debated
what
to
do’
‘like
a
shut
bud
that
holds
a
bee’
Sonnet
29:
I
Think
of
Thee ‘my
thought
do
twine
and
bud’
O,
my
palm
tree’
‘I
will
not
have
my
thoughts
instead
of
thee’
‘burst,
shattered,
everywhere’
‘deep
joy’
Walking
Away ‘eighteen
years
ago’
like
a
satellite
wrenched
from
its
orbit’
‘half-­‐fledged thing’
‘finds
no
path’
‘winged
seed’
‘scorching
ordeals’
Follower ‘globed
like
a
full sail’
‘An
expert’
‘I
stumbled’
‘All
I
ever
did
was
follow’
‘My
father
who
keeps
stumbling’
Mother,
Any
Distance ‘acres
of
the
walls’
‘unreeling
the
years
between
us’
Anchor. Kite’.
‘I
space
walk’
‘an
endless
sky
to
fall
or
fly’
Climbing
My
Grandfather ‘earth
stained
hand’
‘like
warm
ice’
‘for
climbing has
its
dangers’
‘a
smiling
mouth’
‘the
slow
pulse
of
a
good
heart’
Eden
Rock ‘they
are
waiting
for
me’
‘in
the
same
suit’
‘The
sky whitens’
‘crossing is
not
as
hard
as
you
think’
‘I
had
not
thought
it
would
be
like
this’
Before
You
Were
Mine ‘’the
corner
you
laugh on’
’ballroom
with
a
thousand
eyes’
‘relics’
‘my
loud,
possessive
yell’
‘Stamping
stars
on
the
wrong
pavement’
Letters
from
Yorkshire ‘his
knuckles
singing’
‘It’s
not
romance,
simply
how
things
are’
’pouring
air
and
light
into
an
envelope’
‘feeding
words’
‘across
the
icy
miles’
K
McCabe
2017