Paper 2 revision
You are learning to:
Revise skills in order to respond to
English Language Paper 2.
Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
How long is Paper 2?
How long should you spend reading both sources?
Before you answer Q1 why must you read the question carefully?
Question 2 asks you to refer to and summarise information from both
sources. Which two ways could you be asked to summarise?
How many paragraphs should you write for question 2?
How many quotes should you include per source?
Which structure do you use to respond to question 3 language?
What does subject terminology mean?
Where would you refer to this in your question 3 language response?
What does question 4 require you to do?
How many paragraphs should you write?
Name 2 similarity and 2 contrast connectives?
Where should you use these connectives?
Paper 2 Reading: AOs and Question Types
Qu
AO
Question start
1
AO1
True / False statements (based on first source)
2
AO1
Write a summary…(relates to both texts)
3
AO2
How does the writer’s use of language…(relates to second source)
4
AO3
Compare how the writers have conveyed their views… (relates to both texts)
AO1 - retrieval
• identify and interpret explicit and implicit information and ideas
• select and synthesise evidence from different texts
AO2 - language
• explain , comment on and analyse how writers use language and structure to
achieve effects and influence readers, using relevant subject terminology to support
their views
AO3 - comparison
• compare writers’ ideas and perspectives, as well as how these are conveyed, across
two or more texts
Marks
Paper 2
Assessment Objectives
AO1
AO2
AO3
AO4
Total Marks
Question 1
4
4
Question 2
8
8
Question 3
Question 4
12
12
16
16
Which question is worth the most marks?
What are you required to do to answer question 1-4
on the reading paper?
Question 1
AO1: identify and interpret explicit and implicit information
and ideas
Read again the Frederick Douglass autobiographical extract ‘’.
Choose four statements below which are TRUE.
• Shade the boxes of the ones you think are true.
• Choose a maximum of four statements.
A.
Frederick was glad to obey and go and feed the horses.
B.
Mr Covey felt that he could do what he wanted with Frederick.
C.
Frederick had decided beforehand to fight back against Mr Covey
D.
Mr Covey was expecting Frederick to fight back.
E.
Hughes was alongside Mr Covey in the stable throughout the
incident.
F.
Hughes attempted to tie both of Frederick’s hands.
G.
Frederick fights back against both Mr Covey and Mr Hughes.
Group task:
• Stick your A4 sample responses onto A3
paper.
• Annotate the responses, identifying how they
are structured and what they include.
• After class feedback, create a recipe for
answering Q2, 3 and 4 and the writing paper.
Take these home (recipe book) and use them
to support your completion of a practice
Paper 2.
Recipe for success!
Question 2. Purple pathway
response
Obama reminds us that Mandela was subjected to
discrimination, and suffered harsh treatment in his
‘journey as a prisoner.’ Mandela also has strong beliefs
and ideals, and was a man who sought a ‘democratic and
free society.”
Douglass suffered harsh physical treatment and
discrimination, and was ‘used like a brute for six months.’
Douglass also had strong beliefs and believed in ‘the
heaven of freedom.”
Mandela and Douglass are presented in a similar waythey both suffered from discrimination, yet had the
courage to hold strong beliefs and ideals for the future.
Write a summary
of the similarities
between
Nelson
Mandela
and
Frederick
Douglass.
8 marks
Question 2 Orange Pathway
Write a summary of the similarities between Nelson Mandela and Frederick
Douglass.
8 marks
Both men have suffered harsh treatment . In Source (8 marks)
A, we are told Mandela was imprisoned for
fighting for his beliefs. ‘the day he was released
from prison…’ Similarly, in Source B, Douglass is
‘used like a brute for six months.’ This suggests
that both men have suffered discrimination and
have been punished as a result of the colour of
their skin.
Furthermore, both texts…
In addition, both texts…
How does Frederick Douglass use language to present his resistance to
slavery and oppression?
AO1: Statement to answer the question
This is shown when…
For example…
AO1: Quote - Evidence
AO2: Inference – what is suggested
Focus on a specific word
from the quote and what it
suggests
The use of…suggests / implies…
The word…suggests / implies
Focus on another word
from the quote and what it
suggests
Furthermore / Moreover / In addition
The use of…suggests / implies…
The word…suggests / implies
This suggests…
This gives the impression…
This implies…
Find another quote to
support statement and
what it suggests
This is reinforced when…
This idea is also shown when…
Question 3.
Q3. You need to refer to Source B for this question.
How does Frederick Douglass use language to present his
resistance to slavery and oppression?
12 marks
In the text, Frederick Douglass presents his resistance to slavery
when he states, “I resolved to fight; and, suiting my action to the
resolution, I seized Covey hard by the throat.” This suggests
that, despite his status as a slave, Douglass was determined not
to let another man abuse him. The verb “resolved” emphasises
Douglass’ determination and commitment to his decision to fight
back. It suggests a certain finality; he will not change his mind.
Furthermore, the verb “seized” implies that Douglass’ anger has
taken over and he is not only seizing his master, but also the
opportunity and power to do something about his situation.
Source A
Connective
Source B
Question 4. Orange pathway
For this question, you need to refer to the whole of both extracts.
Compare how the two writers convey their strong personal beliefs and their beliefs in the importance of having
freedom.
In your answer, you could:
compare their different views and experiences
compare the methods they use to convey those views and experiences.
support your ideas with quotations from both texts.
Both texts convey similar beliefs about the importance of having freedom. In Source A, Barack
Obama shares Nelson Mandela’s belief that everyone should have the right to equality and
freedom, “I have cherished an ideal of a democratic and free society”. This suggests that
Obama believes we have the right to make our own choices and go where we please no matter
who we are. The verb “cherished” suggests that this ideal society means a lot to him and is
something he feels particularly strongly about. It is an ideal very close to his heart.
Furthermore, describing this as an “ideal” suggests that he believes it is not something that
currently exists, but something we should be striving for.
Similarly, in Source B, Douglass presents his belief in the right to freedom when he
states, “It rekindled the few expiring embers of freedom”. This metaphor suggests that
Douglass had rediscovered his hope and belief in freedom and decided to fight for it. By
describing the freedom as “embers” he is implying that freedom is a fire that should not be
extinguished.
Question 4. Purple
For this question, you need to refer to the whole of both extracts.
Compare how the two writers convey their strong personal beliefs and their beliefs in the importance of having
freedom.
In your answer, you could:
compare their different views and experiences
compare the methods they use to convey those views and experiences.
support your ideas with quotations from both texts.
Both texts convey similar beliefs about the importance of having freedom. In Source
A, Barack Obama shares Nelson Mandela’s belief that everyone should have the
right to equality and freedom, “I have cherished an ideal of a democratic and free
society”. This suggests that Obama believes we have the right to make our own
choices and go where we please no matter who we are. The verb “cherished”
suggests that this ideal society means a lot to him and is something he feels
particularly strongly about. It is an ideal very close to his heart.
Similarly, in Source B, Douglass presents his belief in the right to freedom
when he states, “It rekindled the few expiring embers of freedom”. This metaphor
suggests that Douglass had rediscovered his hope and belief in freedom and decided
to fight for it. By describing the freedom as “embers” he is implying that freedom is
a fire that should not be extinguished.
Writing task
Schools need to be more proactive in addressing
bullying and discrimination.
Write a speech for your class, in which you
explain your point of view on this statement.
40 Marks
Overall Structure: 5 + 1 = 6
Paragrap
h
Points
1
Introduction – clear reference to audience and purpose; start with
rhetorical question, statistic, emotive language; introduce 3 main
ideas using a TELL: SHOW 3; EXAMPLES sentence
2
Idea 1 – use techniques from AFOREST in example – use an
exciting sentence
3
Idea 2 - use techniques from AFOREST in example - use an exciting
sentence
4
Include a ONE sentence paragraph. This could be a question or a
statement.
5
Idea 3 - use techniques from AFOREST in example - use an exciting
sentence
6
Conclusion – link back to introduction – key words, phrase, look to
the future/what do you want to happen (if appropriate)
Purple Pathway- How to structure a
writing response
Introduction:
Use an appropriate topic sentence or use an
AFOREST feature. Write a TELL: SHOW 3;
EXAMPLES sentence based on your three
main ideas. Use another AFOREST feature to
finish if appropriate.
Main Idea 1: Use the developing ideas
structure. Include a NAME- ADJECTIVE PAIR
sentence.
Main Idea 2: Use the developing ideas
structure. Include a LAST.FIRST sentence
Main Idea 3: Use the developing ideas
structure. Include a THEN AND NOW
sentence.
One sentence paragraph: Use a command,
question or statement.
Conclusion: Sum up your original point. Refer
back to your three main ideas from the
introduction. Include a WHAT+! sentence and
finish with a command or statement.
Sentence
Ideas
Topic
sentence
Put forward main idea based on your tell: show 3;
sentence.
Specific
Example
What’s the nature of problem / issue / topic?
Include a quotation/ anecdote/ statistic to support
your viewpoint.
Development
Expand upon your last idea by providing additional
information and another example. Use connectives
e.g. Furthermore, Moreover, In Addition
Link
How does your point link to overall purpose of the
writing? Use a statement or a rhetorical question.
Exciting
sentence
Plus one EXCITING sentence!!!
Developing a response
Schools must play a part in encouraging students to
protect themselves online, as cyberbullying is an
increasing problem in teenage social circles.
Although schools may feel they are addressing this
issue through assemblies and PSHE lessons, they
need to ensure that students are aware of how they
can protect themselves from cyberbullying. 57% of
11-16 year olds across the UK experienced cyberbullying in 2015. Schools could prevent this by
allowing students to access their social media sites
at school and talking them through how to set their
privacy settings and report instances of cyberbullying to ensure bullies cannot access their profile
or message them through social media. Schools –
communal and bustling –must be more proactive in
addressing this issue .
Feeding Forward
Next lesson we will be learning to:
• effectively respond to a GCSE style
reading paper
What we will do to meet the LO:
• Respond to the sample GCSE paper
(questions 1-7b) under exam
conditions.