Propping Up the Line Section A Reading Source

Propping Up the Line

Section A: Reading Source A: 21 st Century prose-fiction • It is an extract from the short story Propping Up the Line by Ian Beck, published in 2014. • It tells the story of Alfred, a young British soldier in the trenches of France during World War One.

SECTION A: READING MARKS MINS Read the questions and annotate source 0 10 Question 1 – List 4 valid points 4 5 Question 2 – Language Analysis 3 Technique, Evidence, Effect – analyse individual words from quote 8 10 -12 Question 3 – Structural Analysis 8 10 -12 Question 4 – Evaluate Texts Critically 20 20 q words and phrases (adjective, verb, adverb, noun – lists) q language techniques (metaphor, simile, personification) q sentence forms (simple, complex, short, long, broken/incomplete sentences) q Overview of journey reader is taken on q 3 Structural Feature, Evidence, Effect paragraphs q Beginning/Opening/Setting/Development/Focus/Time shift/Twist/Ending/Key Repetition/Ending/Moral q Summary of structural effects and how the text ends q Respond to reviewer’s opinion q Respond to reviewer with opinion – LEAD WITH METHOD/TECHNIQUE/TONE q End with a snappy summary

Question 1 Answers

Example – 6 TEE • The writer uses adjectives ‘wet greasy fur’ This describes the rat as disgusting, horrible and that it doesn’t look after itself. • The writer uses emotive language and colour ‘mean red eyes’. This describes the rat as devilish, evil and angry. It shows that the soldier thinks that the rat is after him.

Question 2 - Sentence Starters Word Classes, Phrases, Grammar The word _____ suggests…………. The adjective _____ suggests The noun _______ suggests… The verb ________ suggests… The adjective(s) _________ suggests… The phrase _________ suggests…. The noun phrase __________ implies… The verb phrase _________ implies… The preposition ________ suggests…………. The interjection ___________ suggests…………………. . The conjunction _________ suggests…………… The repetitive use of the conjunction “for/and/nor/but/or/yet/so” could symbolise… The writer’s use of the pronoun ___________ suggests…………. . The collective pronoun _________ suggests………………. . The informal phrasing of ______ suggests………………… The colloquial use of ______ suggests……………… The formal phrasing ____ is used to indicate… The writer’s use of the adjectives ________ suggest… The first person address ____ is used… The second person direct address “You”/”Yourself” is used… The speech is punctuated with semi-colons/exclamation points/question points… The use of ellipsis indicates… The serialised comma… Such language use helps us sympathise/empathise/side/dislike ______ Language Features and Techniques The simile ________ suggests………………. . The metaphor _________ symbolises …………. The alliteration ___________ suggests……………… The personification of _____________ suggests……………… The oxymoron _______________ mirrors…………………. . The figurative phrase _______ explores…………. . The ______ imagery in __________ suggests……………. The internal rhyme _________ ……………… The rhetorical question ___________ suggests…………. The rhetorical device __________ suggests…………. The use of anaphora ___________ reflects……………… The pun _________ suggests……………… The malapropism ____________ suggests…………… The use of pathetic fallacy in ___________ suggests……………. . The euphemism ________________ suggests…………. . The analogy of _______________ is used…………… to replicate… The onomatopoeic _________ conveys a sense of…………. ______ is a motif that underpins…………… ______ is a bildungsroman that documents ________ in their emotional journey………… The hyperbolic phrase ___________ suggests……………. . The metonym ______ symbolises… The description of ______ The authentic direct speech of ____ The use of listing here suggests…. The dramatic narrative/emotive anecdote…. The repetition of …. Suggests… The symbolic nature of the … Sentence Forms. The (over/singular) use of the simple sentence(s) ______________ here suggests…………. . The (over/singular) use of the complex sentence(s) ________________ suggests…………. The use of the compound sentence _________ suggests………………… The use of the compound-complex/complex-compound sentence ____________ suggests…………… The use of minor sentences such as ______ suggests……… The repetitive use of ______ sentence forms suggests… The mixture/sporadic use of sentence forms suggests………………. . The interrogative ___________ suggests…………. . The declarative ___________ suggests……………… The imperative ____________ suggests………………. The exclamative _____________ suggests……………… Write 6 TEE paragraphs. Use two sentence starters from each sub-heading.

QUESTION 2: AO 2 – Language - Criteria Level Skill Descriptors This question assesses Language ie: Words / Phrases / Language Features / Language Techniques / Sentence Forms Level 4 Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks Shows detailed and perceptive understanding of language: Analyses the effects of the writer’s choices of language Selects a judicious range of textual detail Makes sophisticated and accurate use of subject terminology Shows clear understanding of language: Explains clearly the effects of the writer’s choices of language Selects a range of relevant textual detail Makes clear and accurate use of subject terminology Shows some understanding of language: Attempts to comment on the effect of language Selects some appropriate textual detail Makes some use of subject terminology, mainly appropriately Shows simple awareness of language: Offers simple comment on the effect of language Selects simple references or textual details Makes simple use of subject terminology, not always appropriately No comments offered on the use of language. Nothing to reward

Question 2: Language – Part-Model Answer The writer describes the rat as if it is intent on doing harm. It is ‘pushing through and twisting its head’, which suggests it is determined to squirm its way into the trench. The use of adjectives in ‘wet greasy fur’ tells us the creature is oily and slippery, not just literally but also metaphorically, implying that it is sly and cunning, and ‘mean red eyes’ suggest its evil nature - red eyes that glow in the dark have connotations of the devil. The rat could even symbolise the enemy at this point as it becomes a focus for Alfred’s ‘pent-up anger’ and aggression when he kicks it and chases it across the mud. It has invaded his territory and is the foreigner that doesn’t belong there. All the unpleasant vocabulary used to describe the creature reinforces our preconceived idea of rats being common, dirty vermin. Even the way it moves in a scurrying manner as it ‘scuttled out from the tiny gap’ repulses us. Although the rat is running away, the adjective ‘sluggish’ suggests it is quite lethargic and struggling to gather speed. TASK: Annotate the subject terminology used in this answer. Using the criteria, what mark and level would you grade this answer?

Question 2: Language – Part-Model Answer The writer’s use of adjectives to describe the rat conveys how disgusting it is. The phrase ‘wet greasy fur’ tells us the creature is slimy and slippery, and ‘mean red eyes’ implies it is nasty and almost evil like the devil. Because it’s dark, the red eyes would glow, and this makes it sound like something out of a horror movie, which is appropriate because Alfred is encountering this rat in the trenches of World War One. The idea of the rat being disgusting is reinforced by the writer’s choice of verbs. It ‘scuttled’ out of the trench like some dirty creature scurrying away. TASK: Annotate the subject terminology used in this answer. Using the criteria, what mark and level would you grade this answer?

Question 2: Language – Part-Model Answer The writer uses negative language to describe the rat. He says it has ‘wet greasy fur’ and ‘mean red eyes’. The adjective ‘greasy’ tells us it is slimy and disgusting, and ‘mean’ suggests it is nasty. We feel sorry for Alfred because he’s stuck in the trenches with this horrible rat. TASK: Annotate the subject terminology used in this answer. Using the criteria, what mark and level would you grade this answer?

Question 2: Language – Part-Model Answer The writer uses language to make the rat sound bad. He uses the words ‘wet greasy fur’. The rat has ‘mean red eyes’ which makes it sound horrible. TASK: Annotate the subject terminology used in this answer. Using the criteria, what mark and level would you grade this answer?

Words, Phrases and Grammar Language Features and Techniques Sentence Forms Noun phrase Concrete noun Abstract noun Proper noun Common noun Adjective Verb Past tense verbs Present tense verbs Simile Metaphor Personification Repetition Alliteration Hyperbole Pathetic Fallacy Anthropomorphism Zoomorphism Anaphora Minor Simple Compound Complex-compound Fractured Broken Incomplete Interrogative Declarative Future form verbs Present participle Past participle Gerund Adverb(ial) Interjection Pronoun Preposition Conjunction Filler Hesitation Dialect Phonetic Accent Semantic field Lexical field Verbing Quantifier Modifier Determiner Subordinate(ing) Epistrophe Oxymoron Rhetorical Question Figurative Metaphorical Allegorical Allusion Sibilance Assonance Consonance Ellipsis Irony Direct Address Assertion [Adjective] Imagery Symbolic nature Imperative Exclamative Comma splice Fused/Run-on

Words, Phrases and Grammar Language Features and Techniques Sentence Forms Noun phrase Concrete noun Abstract noun Proper noun Common noun Adjective Verb Past tense verbs Present tense verbs Simile Metaphor Personification Repetition Alliteration Hyperbole Pathetic Fallacy Anthropomorphism Zoomorphism Anaphora Minor Simple Compound Complex-compound Fractured Broken Incomplete Interrogative Declarative Future form verbs Present participle Past participle Gerund Adverb(ial) Interjection Pronoun Preposition Conjunction Filler Hesitation Dialect Phonetic Accent Semantic field Lexical field Verbing Quantifier Modifier Determiner Epistrophe Oxymoron Rhetorical Question Figurative Metaphorical Allegorical Allusion Sibilance Assonance Consonance Ellipsis Irony Direct Address Assertion [Adjective] Imagery Imperative Exclamative Comma splice Fused/Run-on SUBJECT TERMINOLOGY How many of these key words can you spot in your partner’s work? EXTENSION Set your partner targets on which columns they need to work on identifying.

QUESTION 2: AO 2 – Language - Criteria Level Skill Descriptors This question assesses Language ie: Words / Phrases / Language Features / Language Techniques / Sentence Forms Level 4 Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks Shows detailed and perceptive understanding of language: Analyses the effects of the writer’s choices of language Selects a judicious range of textual detail Makes sophisticated and accurate use of subject terminology Shows clear understanding of language: Explains clearly the effects of the writer’s choices of language Selects a range of relevant textual detail Makes clear and accurate use of subject terminology Shows some understanding of language: Attempts to comment on the effect of language Selects some appropriate textual detail Makes some use of subject terminology, mainly appropriately Shows simple awareness of language: Offers simple comment on the effect of language Selects simple references or textual details Makes simple use of subject terminology, not always appropriately No comments offered on the use of language. Nothing to reward EXTENSION TECHNIQUE COUNT: make a note of how many techniques you explained. QUOTE COUNT: make a note of how many quotes you used. BULLET MATCH: label each technique with which bullet point it matches. You should have two of each.

Question 3: 8 marks – 10 minutes • Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using AO 2 relevant subject terminology to support their views. Knowledge and Skills Required: • Ability to read through the whole of the text and annotate throughout • Distinguish where the writer shifts narrative perspective or focus within the text • Identify and explain where and how a writer changes setting, develops character or uses dialogue for a specific effect. • Pick out repetition of a key theme, sentence, word or motif and explain its significance or importance • Give an overview of the journey the reader has been on throughout the text. • Comment on the moral/meaning on the text and how this has been structured.

Question 3 will always focus on the structural features of the whole text: • the sequence through a passage, such as: introduction, development, summary and conclusion, repetition, threads, patterns or motifs • shifts in ideas and perspectives, such as: movement from big to small, place to place, outside to inside (and vice versa), narrative perspectives • coherence, such as: connections and links across paragraphs, links within paragraphs, topic sentences.

When analysing structure, consider these first: Setting How do we know when and where the narrative is set? Are we outside or inside a building? Narrative Is it a first- or a third-person narrator? Character How is the main character introduced? Do we meet him/her immediately, or is he or she introduced later? Atmosphere Is the atmosphere light or dark? Does it change during the passage? Events What happens in the first few pages? How do the events engage the reader?

Close analysis and how to comment on structure Term Definition Sentence starter Focusing Where the writer points the attention of the reader. This changes throughout the passage. The first paragraph focuses on… Introducing When a character or idea is first mentioned. The main character … is introduced as a …. Developing As we are given more information, we learn more about a character or situation. At first we think of [character] as being …. . , but as …………. develops we………. A writer will change the focus throughout the course of the opening by introducing a new character or event. When [other character] appears, the focus changes. … is seen through the eyes of a child (for example) Where the examiner has chosen to end the extract will usually indicate a kind of conclusion. [main character’s] concluding speech tells us that… Changing Concluding

• The writer begins by focussing on the setting ‘It came out of the mud in the dark’ This interests the reader because the place isn’t a nice place to be and it isolates the character. • The writer then moves on to focus on a sequence of events in the present ‘Rat!’ This interests the reader because the action gets the story moving and shows that the character is always fighting. • The writer then moves on to focus on further sequence of events ‘The rat scuttled out from the tiny gap’ This picks up the pace of the writing and shows how desperate the soldier has become. • The writer then focuses on…

Question 3 – AO 2 - Structure This question assesses how the writer has structured a text. Structural features can be: at a whole text level e. g. beginnings / endings / perspective shifts; at a paragraph level e. g. topic change / aspects of cohesion; and at a sentence level when judged to contribute to whole structure Level Skill Descriptor Level 4 Shows detailed and perceptive understanding of structural features: Analyses the effects of the writer’s choice of structural features Selects a judicious range of examples Makes sophisticated and accurate use of subject terminology Shows clear understanding of structural features: Explains clearly the effects of the writer’s choice of structural features Selects a range of relevant examples Makes clear and accurate use of subject terminology Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks Shows some understanding of structural features: Attempts to comment on the effect of structural features Selects some appropriate examples Makes some use of subject terminology, mainly appropriately Shows simple awareness of structure: Offers simple comment on the effect of structure Selects simple references or examples Makes simple use of subject terminology, not always appropriately No comments offered on the use of structure Nothing to reward AO 2 content may include the effect of ideas such as: the overall structure of a journey – moving through place the change of structural focus from outside to inside the consistent reminder of the weather, recapitulated through the text narrowing down the focus to the individual characters.

AO 2 Structure – Subject Terminology Opening Setting Narrative Viewpoint Character Action Monologue Realism Social Public Anticipation Sequence Threads Movement Cliff-hanger Engage Establishes Switch Focusing Context Perspective Narrowing Focus Pause Builds Dialogue Relationship Physical Tension Suspense Summary Patterns Topic sentences Chronologically Sympathise Divided Sense Introducing Changing Shift Wider Perspective Freeze Climax Interior Mood Abstract Drama Internal Conclusion Motif Mystery Flashback Empathise Foreboding Device Developing Concluding Sequence Contrast Events In media res Exterior Atmosphere Private Intensity External Repetition Ideas Insight Time Relate Foreshadow Attention

Structure Question – Structure of Answer • Overview or how the text is built and the journey the reader is taken on – shifts in narrative perspective – builds mystery – ends with cliff-hanger • 6 SEE paragraphs • S = Structural Device/Feature • E = Evidence • E = Effect of structural device/feature on reader • • Why has the device been used? What has the reader learnt from this? How has the narrative progressed or been affected? How does the reader now engage emotionally to the characters, action or narrative because of this? • Summary of structural effects and how the text has ended

LEVEL? Level 4 Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks There is an air of uncertainty at the beginning of the text because character and place are established, (Alfred is in the trenches of WW 1) but the reader is uncertain as to what exactly is crawling over him. We then experience, in real-time, his sudden revulsion at discovering it is a rat, which creates an effective opening. The action then shifts from the trench wall to a wider perspective of the trench system as Alfred chases through the mud after the creature, and there follows a repulsive description of it. The rat links the two halves of the passage together – it is ‘sluggish’ in running away because it has feasted on the corpses of the soldiers who were killed in that morning’s ‘ 6 am push’, and this leads to a flashback as we go inside Alfred’s mind and he remembers the details of the battle. There is a one sentence paragraph, ‘Alfred had grown almost used to such sights’, followed by three more that begin ‘Almost used to…’ and then a dreadful detail of what has happened to the men he knew. This has a cumulative effect, building up the horrendous ways the men died and overwhelming us with the cruelty of war. BE THE EXAMINER • • • Use the criteria to level this response. How many marks would you give it out of 8? How could the student improve this response?

LEVEL? Level 4 Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks The text begins inside a WW 1 trench and focuses on the main character of Alfred. He can feel something crawling over him but he doesn’t yet know what it is, and at that stage nor do we. When he realises and yells out ‘Rat’, we experience the sudden revulsion at the same time he does. The action then widens from the trench wall to the rest of the trench system as Alfred chases through the mud after the rat. In the middle of the passage we get a repulsive description of the rat and in particular why it was ‘sluggish’: it has eaten the bodies of the soldiers who were killed that morning. This leads to a flashback as we go inside Alfred’s mind and he remembers what happened. There is a one sentence paragraph, ‘Alfred had grown almost used to such sights’, followed by three more that begin ‘almost used to…’ and then a detail of what has happened to the men. This structural feature builds up the horrendous ways the men died and reinforces the cruelty of war. BE THE EXAMINER • • • Use the criteria to level this response. How many marks would you give it out of 8? How could the student improve this response?

LEVEL? Level 4 Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks The story begins inside a WW 1 trench and we learn that something is crawling over Alfred but we don’t know what. This keeps us in suspense until he finally yells ‘Rat’. Then the action shifts to a different part of the trench because the rat ‘scuttled out from the tiny gap between the slat supports’ and Alfred chases after it. In the middle of the passage we get a description of the rat and the reason why it was ‘sluggish’ when it was running away. It makes Alfred flashback to what happened that morning and the writer uses lots of gory details like ‘bits of men hooked up and hanging there’ to tell us what Alfred remembers. We feel really sorry for Alfred and all the dead soldiers. BE THE EXAMINER • • • Use the criteria to level this response. How many marks would you give it out of 8? How could the student improve this response?

LEVEL? Level 4 Perceptive, detailed 7 -8 marks Level 3 Clear, relevant 5 -6 marks Level 2 Some, attempts 3 -4 marks Level 1 Simple, limited 1 -2 marks Level 0 No marks The text is structured in long and short paragraphs. It starts with Alfred in the trenches, and then he chases a rat across the mud. Then it is about all the soldiers who have been killed and it’s full of gory details like ‘bits of men hooked up and hanging there’ so we feel sorry for them. BE THE EXAMINER • • • Use the criteria to level this response. How many marks would you give it out of 8? How could the student improve this response?

Question 4 – 20 marks – 20 minutes • Evaluate texts critically and support this with appropriate AO 4 textual references.

QUESTION 4: AO 4 - Evaluate texts critically Level 4 Overview Statement Skill Descriptors In this level critical evaluation • Evaluates critically and in detail the effect(s) on the reader will be perceptive and detailed • Shows perceptive understanding of writer’s methods Perceptive, detailed • Selects a judicious range of textual detail • Develops a convincing and critical response to the focus of the statement 16 -20 marks Level 3 In this level critical evaluation • Evaluates clearly the effect(s) on the reader will be clear and consistent • Shows clear understanding of writer’s methods Clear, relevant • Selects a range of relevant textual references • Makes a clear and relevant response to the focus of the 11 -15 marks Level 2 In this level there will be some • Makes some evaluative comment(s) on effect(s) on the reader evaluative comments • Shows some understanding of writer’s methods Some, attempts • Selects some appropriate textual reference(s) • Makes some response to the focus of the statement 6 -10 marks Level 1 In this level there will be simple • Makes simple, limited evaluative comment(s) on effect(s) on reader personal comment • Shows limited understanding of writer’s methods Simple, limited • Selects simple, limited textual reference(s) • Makes a simple, limited response to the focus of the statement 1 -5 marks Level 0 No relevant comments offered in response to the statement, no impressions, no evaluation. No marks

Example Response I think the student is right. This part of the text shows the horror of war because the men were blown up. There are lots of short paragraphs of horrible things that happened to them to create a good effect on the reader, and it says the bodies were ‘chucked around among the living like so much discarded offal’. This is a bad memory for Alfred. Mark and level this response.

LEVEL? Level 4 Perceptive, detailed 16 -20 marks Level 3 Clear, relevant 11 -15 marks Level 2 Some, attempts 6 -10 marks Level 1 Simple, limited 1 -5 marks Level 0 No marks I don’t see how anyone could disagree with the student’s statement that this part of the text conveys the horror of war and the dreadful effect it has on Alfred. He remembers every detail in a flashback of that morning’s battle and the description is graphic. The writer says there were ‘bits of men hooked up and hanging there for all to see, like the display in an awful butcher’s shop window’, a simile to convey that the men were blown into pieces with their raw flesh almost exhibited on the wire fence as if for sale. It reduces real people to mere objects, and shows how dehumanising the effects of war can be. The image of a butcher’s shop is extended when it says Alfred had become ‘used to seeing the remains chucked around among the living like so much discarded offal. ’ By comparing the men’s remains to an animal’s internal organs that are thrown away, it suggests the men are unwanted rubbish to be disposed of now they have served their purpose. This is reinforced with the verb ‘chucked’ and the adverb ‘carelessly’ to imply how casually life is thrown away in times of war. Alfred has seen so many of these dreadful sights that he has become immune.

LEVEL? Level 4 Perceptive, detailed 16 -20 marks Level 3 Clear, relevant 11 -15 marks Level 2 Some, attempts 6 -10 marks Level 1 Simple, limited 1 -5 marks Level 0 No marks I completely agree with the student that this part of the text shows the horror of war and also the dreadful effect it has on Alfred. He remembers the battle in gory detail, especially how the men were blown to pieces when they climbed over the wire fence. The writer uses the simile ‘bits of men hooked up and hanging there for all to see, like the display in an awful butcher’s shop window’. This image has connotations of raw meat being put on show, which I think truly conveys the horror of war and what happened to the men. This idea is extended when the effect on Alfred is mentioned. It says he had become ‘used to seeing the remains chucked around among the living like so much discarded offal. ’ Offal is the insides of animals so again it makes it sound like a butcher’s shop, and we learn that the men are just carelessly thrown away as if they are worth nothing. It also tells us that Alfred has seen so many dreadful things that he has almost become used to it.

LEVEL? Level 4 Perceptive, detailed 16 -20 marks Level 3 Clear, relevant 11 -15 marks Level 2 Some, attempts 6 -10 marks Level 1 Simple, limited 1 -5 marks Level 0 No marks I really agree with the student. The details of the battle that Alfred remembers are disgusting. The men were killed as they went over the wire fence and it says ‘bits of men hooked up and hanging there for all to see’. The word ‘bits’ tells us they had been blown up, and this makes us feel sorry for them and for Alfred because they were his friends. The writer shows the effect it has on Alfred when he says he was ‘used to seeing the remains chucked around among the living like so much discarded offal. ’ The noun ‘remains’ again shows us that the men had been blown up, and the effect it has on Alfred is that he has got used to seeing things like this.

LEVEL? Level 4 Perceptive, detailed 16 -20 marks Level 3 Clear, relevant 11 -15 marks Level 2 I think the student is right. This part of the text shows the horror of war because the men were blown up. There are lots of short paragraphs of horrible things that happened to them to create a good effect on the reader, and it says the bodies were ‘chucked around among the living like so much discarded offal’. This is a bad memory for Alfred. Some, attempts 6 -10 marks Level 1 Simple, limited 1 -5 marks Level 0 No marks Mark and level this response.

Question 4 – Level 4 Indicative Content I don’t see how anyone could disagree with the student’s statement that this part of the text conveys the horror of war and the dreadful effect it has on Alfred. He remembers every detail in a flashback of that morning’s battle and the description is graphic. The writer says there were ‘bits of men hooked up and hanging there for all to see, like the display in an awful butcher’s shop window’, a simile to convey that the men were blown into pieces with their raw flesh almost exhibited on the wire fence as if for sale. It reduces real people to mere objects, and shows how dehumanising the effects of war can be. The image of a butcher’s shop is extended when it says Alfred had become ‘used to seeing the remains chucked around among the living like so much discarded offal. ’ By comparing the men’s remains to an animal’s internal organs that are thrown away, it suggests the men are unwanted rubbish to be disposed of now they have served their purpose. This is reinforced with the verb ‘chucked’ and the adverb ‘carelessly’ to imply how casually life is thrown away in times of war. Alfred has seen so many of these dreadful sights that he has become immune.

Question 4 – Answer Structure • Respond to reviewer and acknowledge the extent of your agreement. • E. g. I don’t entirely agree with the reviewer because… • 6 -8 PETER paragraphs • • • Point/Opinion Evidence Technique – word class/language feature/technique/sentence form or structure Explanation Reader • End with overall judgement/summary/rhetorical question that probes the text further.

Success Criteria • How many points should be planned before answering? • How many quotes should be used? • How many techniques should be analysed? • What type of techniques should be analysed? • How many individual word classes extracted from a quote should you analyse? • How many PETER paragraphs minimum? • How long should you spend on your response?

Class Success Criteria from Feedback q 5 -8 points planned before answering q Respond to reviewer with extent of agreement q 10 -12 quotes used to support my point q 10 – 12 techniques analysed q word classes and phrases q language features and techniques q sentence forms and structural features q 3 -4 individual word classes extracted from a quote q 5 -8 PETER paragraphs q Ended with snappy summary and/or rhetorical question about text q 20 minutes

QUESTION 4: AO 4 - Evaluate texts critically Level 4 Perceptive, detailed 16 -20 marks Level 3 Clear, relevant 11 -15 marks Level 2 Some, attempts 6 -10 marks Level 1 Simple, limited 1 -5 marks Level 0 No marks Overview Statement In this level critical evaluation will be perceptive and detailed Skill Descriptors Critically evaluates the text in a detailed way Offers examples from the text to explain views convincingly Analyses effects of a range of writer’s choices Selects a range of relevant quotations to validate views Clearly evaluates the text Offers examples from the text to explain views clearly Clearly explains the effect of writer’s choices Selects some relevant quotations to support views In this level there will be some Attempts evaluative comment on the text evaluative comments Offers an example from the text to explain view(s) Attempts to comment on writer’s methods Selects some quotations, which occasionally support views In this level there will be simple Simple evaluative comment on the text personal comment Offers simple example from the text which may explain view Simple mention of writer’s methods Simple references or textual details No relevant comments offered in response to the statement, no impressions, no evaluation. In this level critical evaluation will be clear and consistent

Section B: Writing 45 minutes Question 5 Narrative or Descriptive Writing

Write a story about conflict suggested by this picture.

Or • Describe a place that has had a long lasting effect on you. (24 marks for content and organisation 16 marks for technical accuracy)