gender essay aic

Miss Scoffham's English Blog for Amazing Students

My last blog on this site :-(.

It has been my pleasure to blog from you from this site for the last few years but now that I am married it makes sense to start anew.

I will continue to blog but from my new site:

https://stjosephsenglishblog.wordpress.com

Please follow the new blog.  There you will find revision bits on the new GCSE and other bits and bobs.

Thanks for reading

Mrs P/ Scoffs x

AQA Language exam bits

https://www.youtube.com/watch?v=JOhQRClZimQ&feature=em-subs_digest

https://www.youtube.com/watch?v=am3RpZ9_qMI

https://www.youtube.com/watch?v=84y9izwcGwk

https://www.youtube.com/watch?v=Ia00N6zmwlU

Nailing Question 4:

You need to accurately identify, compare and analyse a wide range of language techniques, explaining why they have been used.

Spend some time this evening learning what these are:

• alliteration
• direct address
• discourse markers
• emotive language
• expert opinion
• figure of speech
• first person narration
• list of three
• onomatopoeia
• personification
• rhetorical question
• semantic field
• simple, one clause sentences
• slang, colloquialisms
• third person narration
• Ensure that you eave enough time to complete this challenging question.
• Ensure that you comment on BOTH texts throughout.
• Ensure that you compare the language not the content
• Ensure that you explain why techniques are used; don’t just feature spot!
• Ensure that you develop your comparisons; simply saying that they both use metaphors is not enough.
• Avoid making generalised statements.

11X1a & 11Y1a – Well done!

Well done guys – for you, English is now completed (at GCSE level anyway!)

I am very proud of you and know that you will have aced both exams.

Hopefully see you at prom.

AQA Language Part B Writing

Writing questions, question 5: 16 marks (25 mins), writing to inform/explain/describe.

• This is you now writing fabulous language for effect on the reader (examiner)
• This will relate to the 3 articles in some way so you may be able to use info from them E.g. facts (but don’t copy actual phrases/similes etc.)
• Don’t waste time having a big build-up – go straight in to an interesting part – make sure you have an engaging first line to capture the reader’s attention
• Write vivid words and phrases – similes/metaphors/emotive language/descriptive adverbs & adjectives/rhetorical questions to make interesting to read
• Avoid clichés ‘cold as ice’- make up your own similes
• Think about using the senses (taste, touch, smell, sound & sight)
• Include descriptive detail (not ‘tree’ but ‘oak/apple/sycamore tree’, not a ‘car’ but ‘a Ford Escort/Skoda/Rolls Royce/Bentley etc.
• Use long and short paragraphs and sentences for variety and effect
• Remember: you are marked on SPaG! Don ’ t lose marks on silly errors
• Think about your punctuation: use a variety including semi-colons
• Check spellings (know difference between their/there/they’re etc.)
• Edit carefully – check capitals/commas & full stops/paragraphs

PLAN QUESTION 5:

It is a good idea to do a quick plan for question 5.

• Think about the purpose (what you are being asked to do) and the audience , and jot down four to five key points on your answer booklet.
• You can then turn these points into descriptive paragraphs full of imagery (see above).

Revise descriptive language writing at home.

• Think of a topic e.g. write about an exciting trip/adventurous activity/favourite day/
• Plan first 5 mins (as above)
• Spend 20 minutes writing including an engaging opening, at least one simile, metaphor, personification, rule of 3, interesting verbs/adverbs & adjectives/fantastic last line
• Check using paragraphs and SPaG

QUESTION 6: 24 MARKS  (35 MINS)

Writing to argue/persuade.

• Strongly suggested you answer this question first as worth so many marks (30% of exam)
• This will relate to the 3 articles in some way so you may be able to use info from them Eg facts (but don’t copy actual phrases etc.)
• This has the same mark scheme as question 5 but worth a lot more marks
• Think about who you are writing it for – formal/informal, blog/letter ‘young people’
• Use language appropriate to audience
• Don’t waste time having a big build-up – go straight in to an interesting part – engaging first line to capture the reader’s attention
• Write vivid words and phrases – similes/metaphors/emotive language/descriptive adverbs & adjectives/rhetorical questions
• Avoid clichés ‘cold as ice’- make up your own
• Include descriptive detail (not ‘tree’ but ‘oak/apple/sycamore tree’, not a ‘car’ but ‘a Ford Escort/Skoda/Rolls Royce/Bentley etc
• Use discourse markers (see list at back)
• Use long and short paragraphs and sentences
• Check spellings (know difference between their/there/they’re etc)

PLANNING FOR QUESTION 6: writing to argue/persuade.

• It is a good idea to do a quick plan for question 6.
• Think carefully about the topic you are being asked to argue or write persuasively about.
• Think of four points in support of your view. Think of one opposing point, which you can argue against in your writing.
• You can then turn these points into paragraphs.

Revise argumentative & persuasive writing at home.

• Think of a topic eg persuade a teenager to take up sport/parents to campaign for a children’s park/school to stop setting homework
• Spend 30 minutes writing including an engaging opening, at least one simile, metaphor, personification, rule of 3, interesting verbs/adverbs & adjectives/rhetorical question/fantastic last line

Discourse Markers

Balancing contrasting points

• on the other hand, while; whereas

Emphasising a contrast

• however, nevertheless, mind you, still, yet; in spite of this
• similarly; in the same way

Concession and counter-argument

• concession: it is true; of course; certainly; if; may ; stressed do
• counter-argument: however; even so; but; nevertheless; nonetheless; all the same;

Contradicting

• on the contrary
• moreover (very formal); furthermore (formal); in addition; as well as that:
• on top of that (informal); another thing is; what is more; besides; in any case

Generalising

• on the whole; in general; in all/ most/ many/ some cases; broadly speaking;
• by and large; to a great extent; to some extent-, apart from…; except for

Giving examples

• for instance; for example ; e.g.; in particular

  Logical consequence

• therefore (formal); as a result (formal); consequently (formal); so; then
• So is often used as a general-purpose connector, rather like “and”, in spoken narrative.

structuring

• first(ly), first of all, second(ly), third(ly) etc; lastly, finally; to begin with; to start
• with; in the first/ second/ third place; for one thing; for another thing
• in conclusion; to sum up; briefly; in short

AQA English Language

Remember, ‘language’ means ‘words’ – you are thinking about the words the authors use in the three articles (and picture in Q2) and answering questions 1 -4 on why they use them and then you are using your best words to write your own, engaging articles in questions 5 and 6.

Bring to the exam:

• A watch to put on your table to keep a clear eye on time (there will be a clock but it is highly recommended you bring your own watch)
• Black pens (have spares)
• Highlighters (you are allowed these)
• A drink of water in a clear plastic bottle

You will leave your bag outside of the hall so make sure you do not have valuables in it and turn off mobile phones.

POSSIBLE ORDER & TIMINGS (2hrs 15 mins). Have a go at each and work out which works for you.

Answering questions with most marks first (good if you have timing issues)

•  Reading time: 5 mins
• Question 6 : 35 mins
• Question 5 : 25 mins
• Question 4 : 25 mins
• Question1: 15 mins
• Question 2 : 15 mins
• Question 3 : 15 mins

Answering questions in number order to help with info in Q5 & 6

• Reading time: 5 mins
• Question 2: 15 mins
• Question 3: 15 mins
• Question 4: 25 mins
• Question 5: 25 mins
• Question 6: 35 mins

Answering writing questions (get the big writing marks out of the way but make sure you answer question 4) Reading time: 5 mins

•   Reading time 5 mins

What to do with reading time and other top tips!

READING TIME (5 MINS)

• see what question 5 & 6 are asking you to write about and keep this in mind as you read through the articles in case there are facts/info to help you answer the writing section.
• As you read through the articles (underlining as you go) look out for, and underline/highlight, vivid words and phrases you can use to answer question 4.
• Keep your writing as neat as possible throughout as you will lose valuable marks if the examiner cannot read your answer. Do not try to cover-up miss-spelt words with messy writing – you are only marked on SPaG (spelling, punctuation and grammar)in questions 5 & 6 and it is better to have a decent answer with spelling errors than an answer which cannot be read (even better still to learn those spellings!).

READING QUESTIONS

Question 1: 8 marks (15 mins)  –  main points of article.

SAMPLE QUESTIONS:

Read Source 1, the article called … by …

• What do you learn from Elisabeth Hyde’s article about where she has been and what she has been doing?
• What do you learn from Geoffrey Lean’s article about the issues of rainfall and flooding in Britain?
• What do you learn from Ben Leach’s article about the issues and concerns regarding the building of wind farms?
• You need to show you understand the main points of the article
• Read the question and the article carefully and underline/highlight relevant words.
• Write an opening sentence summing-up the article.
• Work through text chronologically (start to end)
• Show you are covering the whole article by opening your paragraphs with ‘In the beginning of the article…’, ‘In the middle…’ and ‘At the end…’
• Use PEE (point, evidence and explanation) to show understanding
• Discourse markers ‘Moreover, ‘Furthermore, etc at the start of a new point will help you structure your answer (see list at end of booklet to revise)
• Write short (yes, short!), embedded quotes (taken directly from text) and also paraphrase (putting what is said in the article into your own words) as evidence
• Think about inference (reading between the lines) for your explanation. Show understanding with ‘This shows that…’
• ‘Perceptive’ inference = top band   ‘I learn from this that…’
• Do a quick read-through of your answer to check for silly errors eg missing quote marks, unfinished sentences, missing words
• This question not marked on SPaG

Revise skimming and scanning at home.

• Use any newspaper or magazine articles
• Give yourself 15 minutes to find and write about the main points in the text as detailed above  

MARK SCHEME

QUESTION 2: 8 MARKS (15 MINS)   INFERENCE OF TITLE/SUBTITLE & PICTURE

Now read Source 2, the article and the picture which goes with it called … by …

• “Explain how the headline, sub-headline and picture are effective and how they link with the text.”
• “Explain how the headline and picture are effective and how they link to the text.”
• You need to show you understand why the author has written the title/sub-title the way it is, why the picture has been selected to use and how they link to the main article (text)
• Read the question and the article carefully and underline/highlight relevant words
• No need for intro (no marks!)
• Don’t write out title again (waste of time)
• Write 3 main paragraphs analyzing the headline, sub-heading and picture. Go straight in with: ‘In the headline…’ ‘In the sub-heading…’ ‘In the picture…’
• Use PEE (point, evidence and explanation) to structure your answer
• Discourse markers ‘Moreover,’ ‘Furthermore,’ etc. at the start of a new point will help you structure your answer (see list at end of booklet to revise)
• Analyse language techniques and inference in title and sub-title. Is there a vivid word or phrase you can analyse? Has a metaphor/simile/alliteration/pun/emotive word etc. been used (see list at end of booklet to revise)? If so, why have they been used in the title? (No marks for simply spotting writing techniques but there are lots of marks for analysing why one has been used. Don’t say ‘they put a picture in reader’s head’ – no marks – this could apply to any phrase)
• Infer the effect on the reader of the word/phrase. Use layered meanings to get a higher grade. E.g., The metaphor ‘ticking-time bomb’ portrays that…’ Moreover, the alliteration of ‘ticking-time’ emphasises the sense of urgency…’ Furthermore, the emotive noun ‘bomb’ has the effect of…’
• Link each main point you make to the article (that is all – no language analysis of main article as no marks for that), Just write ‘This links to the main article as…’
• Say as much as possible about the relevance of the picture to the main article – camera angle/cropping/gender /eyes/objects/sizing/colours/background/flags/tone (celebration/sad)etc.
• Link 2/3 main points about the picture to the article (do NOT link to title or subtitle – no marks) Write ‘This links to the text as…’
• Check for silly errors e.g. missing quote marks/unfinished sentences/missing words
• Not marked on SPaG

Revise presentational analysis at home.

• Use any newspaper or magazine article with a picture
• Give yourself 15 minutes to analyse the language in the heading/sub-heading and link to main article and analyse the picture and link to the main article

QUESTION 3: 8 marks (15 mins)                THOUGHTS & FEELINGS IN ARTICLE 3

Now read Source 3, … which is an extract from a non-fiction book. (8 marks/15 mins)

“ Explain which parts of …’s story you find tense and exciting .”

“ Explain some of the thoughts and feelings ….. has during the storm.”

• No intro (no marks, again!)
• Explain thoughts & feelings – underline main points in question & keep checking back – are you answering the question?
• Read carefully and underline thoughts & feelings (or whatever the question is asking) in article 3
• NOT LANGUAGE ANALYSIS!!
• Use PEEE (point, evidence, extended explanation)
• Say felt tense/exciting even if you didn’t think it was particularly
• Use ‘This shows/portrays/conveys… to explain how you know this.
• Work through text chronologically
• Trace changes (there will be some!)
• Pick out individual words/phrases that show us how the writer felt.
• Check for silly errors eg unfinished sentences/missing words

Revise thoughts and feelings analysis at home.

• Use a newspaper or magazine article where the journalist is writing about an experience they have had (eating out/travel adventure etc)
• Give yourself 15 minutes to explain the thoughts and feelings of the narrator (voice in the article)  

QUESTION 4: 16 MARKS (25 MINUTES)         LANGUAGE ANALYSIS (INFERENCE)  

Now you need to refer to Source 3, … and either Source 1 or Source 2.

You are going to compare the two texts, one of which you have chosen. (16 marks)

“ Compare the different ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are.”

• This is the most important reading question – DO NOT MISS OUT
• This IS language analysis – effect on the reader/inference (same as heading and sub-heading in Q2 – you could repeat language analysis you said there if doing this article)
• Underline/highlight 3 vivid words/phrases from EACH of the 2 articles (article 3 and one other) which you can say a lot about why the reader has used those words – similes/metaphors/emotive language/descriptive adverbs/adjectives/rule of 3/listing are good to analyse
• Quickly think about which ones would be most interesting to compare. They might contrast (a simile and a metaphor) or be the same (emotive language).
• Start a new paragraph for each new word/phrase you are analysing – you should have enough to say to make it into a chunky paragraph
• Make your point
• Use short, embedded quotes to show which words/phrases you have picked (evidence)
• Analyse the effect on the reader thinking about inference and showing layered meanings to increase your mark using discourse markers such as ‘Moreover’, ‘Furthermore’ ‘On the other hand’(see list at end of revision guide) (Extended explanation)
• SAY A LOT ABOUT A LITTLE (write a lot about a single word/short phrase)
• When comparing/contrasting, just write ‘In contrast’ or ‘Similarly’ to show this is what you are doing
• You should end up with 6 paragraphs – 3 per article with ‘In contrast/In comparison’ on every other paragraph as you will alternate the articles you are discussing       Para 2 Article 1 or 2 word/phrase – ‘In contrast’/’Similarly’ PEEE       Para 4 Article 1 or 2 word/phrase – ‘In contrast’/’Similarly’ PEEE       Para 6 Article 1 or 2 word/phrase – ‘In contrast’/’Similarly’ PEEE

Revise comparative language analysis at home.

• Para 5 Article 3 word/phrase – PEEE
• Para 3 Article 3 word/phrase – PEEE
• Eg. Para 1 Article 3 word/phrase – PEEE
• Use any 2 newspaper or magazine articles
• Give yourself 25 minutes to pick out 3 vivid words/phrases in EACH article and thoroughly analyse the language    

The Unseen Poets – A little something

The older poets may be more difficult to analyse – here is a little bit about them.

William Blake – Was ahead of his time, and had some unusual; views approving of revolution and overthrowing governments.  HE also disagreed with aspects of the church.  He writes about opposites, innocence and freedom and his poems or ‘songs’ are full of symbolism (natural objects and institutions like the church) , rhyme (a sing song like quality – don’t be fooled there are hidden meanings) and repetition.

John Keats – He died young (25), was never married but was secretly engaged to a woman.  His poetry only became acclaimed when he died.  He often wrote about death, change, nature and love.   He writes traditional poems (sonnets and odes using steady rhymes) full of symbolism (the ancient world, time and permanence, emotions and music).

Christina Rossetti – From a family of artists, she is one f the most famous poets of the Victorian era. Her main themes are death, love, religion and sin. She was often ill which contributed to her ideas about death and she seemed fascinated by it. Rossetti wrote about all kinds of love: romantic, religious and familial.  Religion was an important feature of her writing as was sin and the idea of the consequences of committing a sin, I.e. sex outside of marriage.   Her poems are simple, personal and use lots of symbolism with a first person perspective.

Thomas Hardy – Born in the West country to a modest family he was a famous writer of the 19th century. He wrote controversial novels (including sex and unhappy marriages) and then wrote a lot of poetry. His poetry covers a lot of themes. Nature is important to him as is the passage of time.  His poetry also examine disappointment and grief. He uses a range of poetic techniques, experimenting with different forms, line lengths and rhyme schemes.   He uses dialect and makes up words by adding prefixes or combining two words.  He also uses personification and alliteration.

Robert Frost – He had an unhappy life.  he lost his father at a young age and several of his children died before he did. His poetry deals with nature, ageing and everyday life and the effect that these ideas have on people. He uses simple language and description.  Some of Frost’s poems have a strong rhyme scheme whereas others are written in blank verse to mimic natural speech.  He also uses alliteration and assonance, therefore his poems tend to read best when read aloud.

Wilfred Owen – He is is one of the most famous poets writing during the First World War. Many of his poems were published after he died in WW1.His main themes are the reality of war and injury to combat the traditional view of war as being noble and glorious.  Instead he viewed war as painful, disgusting, terrifying and a waste of human life.  He also tended to describe the effects of war. Owen uses narrative and vivid imagery as well as sound patterns and direct speech.

Onto Character & Voice and Unseen …

Well done for completing the first exam – I hope that you found it accessible and easy to complete.

Remember that there are loads of blog posts on character & voice and unseen poetry.  Simply write in character and voice in the search box and you will find the links to the relevant blogs. You can search for unseen poetry in the same way.

St Joseph’s Yr 11s …

I am doing some lunch time sessions this week.

Tuesday lunch : Going over the poems – which ones are you struggling with?

Wednesday lunch: Themes – reminder of how to compare – structure your answer

Thursday Lunch: Unseen Poetry

You also have a session period 5 & 6 on Thursday.  11A will be in room 24 and 11B in Room 23.

My annotated anthology

This will be helpful if you have lost your anthology!

Moon on the Tides Character and Voice – CPN annotated copy

Hello year 11.

Here is my annotated anthology.  Some of it is a little hard to see but feel free to ask me about those parts before the mock.

I will also put all of my PowerPoints on to a separate blog post.

View original post

Something to make you laugh …

Jenny’s AIC essay

How does Priestley present ideas about inequality in An Inspector Calls?

Priestley explores multiple types of inequality throughout An Inspector Calls. Social class and gender inequality are two themes explored in great detail, throughout the whole play, through Priestley’s use of Eva Smith and two separate generations.

The first type of inequality Priestley presents is the inequality faced by the lower class. He personifies the lower class through his use of the character Eva Smith. Eva Smith is a very carefully chosen name because Eva links to the Bible story of Adam and Eve, demonstrating Eva is the first, and Smith is a common name, implying she is just one of many who face class inequality. The lower class are working for the upper class and are not treated fairly or equal to the upper class and cannot earn as much money. Priestley wants the audience to feel this is wrong, as he is a socialist, so he uses the character of Birling to represent the upper class. Mr Birling is a Capitalist, unlike Priestley. Priestley turns the audience against Mr Birling right from the beginning of the play during his speech, when he speaks of the Titanic being ‘absolutely unsinkable’. Priestley uses dramatic irony, because despite the play being performed after the titanic sank, it was set before the event occurred. Priestley does this so that the audience realise at the start of the play that Mr Birling is naïve and thinks very highly of himself. This means that when Mr Birling reveals that he did not allow Eva Smith the pay rise she was requesting, the audience view Birling as a pompous, selfish businessman. This allows Priestley to convey the message that inequality towards the lower class is unfair and pass his socialist views to the audience. This is in order for him to be able to present that society must not go back to how it was before World War Two and the Titanic.

Priestly uses the character of Sheila to help him portray how younger minds are more impressionable, so if you are going to start anywhere you should start with young people. Sheila argues against both class and gender inequality, once she has found out what happened to Eva, when she says ‘but these girls aren’t cheap labour…they’re people .’ This is a demonstration that everyone deserves to be treated fairly because we are all people and no one is inferior. Priestley chooses to use Sheila, at this stage of the play, as she is the one who can empathise with Eva the most, being a young girl herself. Priestley does this so that the reader and the audience can relate and empathise with her, allowing them to comprehend how Eva was feeling and realise how wrong the inequality she was facing was. As Mr Birling is a Capitalist and treats the women so harshly, this turns the reader against Capitalism. Consequently, Priestley is able to successfully inflict his socialist views on the audience by demonstrating this can be done with equality, so is a better way forward.

Priestley also explores how different generations have different ideas about inequality and responsibility. Despite both Mr and Mrs Birling being partially responsible for the fact that Eva Smith committed suicide, due to their unfair, objectified treatment of her, neither see themselves as having done anything wrong. Sybil Birling demonstrates this when she said ‘I did nothing that I’m ashamed of’ which portrays that because Eva is of the lower class, she sees her as an object and feels no remorse for refusing to help her. Similarly, Birling tries to blame other people for what he did. Sheila and Eric, on the other hand, by the end of the play, accept that everyone is responsible for what happened when he says ‘it’s what we did that matters’. This demonstrates to the audience that the younger generation bring hope for the future and the possibility for the inequality to end and all classes and genders to be treated equally by all of society. This portrays Priestley is demonstrating that it is possible to have an equal, socialist society and that society should never go back to how it was before. Overall, Priestley presents that inequality is wrong and is mostly due to Capitalists who will not treat the lower class fairly. He uses the Inspector and the younger generations to voice his socialist views and explore the characters conscience and his play can be seen as a warning to society. Priestley is warning the audience at the time, through the death of Eva Smith, that she was one of many and society should not go back to how it was before. If it did, it would have had bad consequences for society and all the Eva Smiths facing inequality. It also conveys to the reader today that we should learn from the past because it was unjust and they should never let history repeat itself.

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Report this content
• View site in Reader
• Manage subscriptions
• Collapse this bar