Ark Acton Academy
How to approach Language Paper 1 successfully:Paper 1 involves 1 fiction text.It is testing your ability to comprehend and infer ideas, to analyse language and to evaluate.It also tests your ability to write a clear, engaging description or narrative.It is 1 hour and 45 minutes. Answers at the end of this booklet. Try and do the WHOLE paper before looking. Game Plan: Complete the writing section first. Make a note of the time so you know when to switch to reading. (45 minutes) Read Question 1 carefully and then ONLY read the lines stated to answer this question. (5 minutes)Read the rest of the source. Read Question 4 carefully and put a box around the specific text you need to focus on. Annotate and plan before writing. (20-25 minutes) Read Question 2 carefully. Annotate and plan before writing. (10-12 minutes) Read Question 3 carefully. Annotate and plan before writing. (10 minutes)* * *Question 1: Remember you can copy directly from the text; you can paraphrase (put it into your own words); you don’t need to use full sentences; it is never about inference. Read again the first part of the source, from lines 1 to 5. (Answers at end.) List four things about Zoe’s surroundings from this part of the source. ( 4 marks)1)2)3)4) Question 2) Remember you only use ideas from the specific moment they give you. They are more interested in your analysis and discussion of an idea than listing terminology. If you don’t know a device, you can still talk about the impact of a word.Look in detail at this extract, from lines 9 to 14 of the source: Q2) How does the writer use language here to describe Zoe’s feelings? You could include the writer’s choice of: ? words and phrases ? language features and techniques ? sentence forms. left96520If there are few moments in life that come as clear and as pure as ice, when the mountain breathed back at her, Zoe knew that she had trapped one such moment and that it could never be taken away. Everywhere was snow and silence. Snow and silence; the complete arrest of life; a rehearsal and a pre-echo of death. She pointed her skis down the hill. They looked like weird talons of brilliant red and gold in the powder snow as she waited, ready to swoop. I am alive. I am an eagle00If there are few moments in life that come as clear and as pure as ice, when the mountain breathed back at her, Zoe knew that she had trapped one such moment and that it could never be taken away. Everywhere was snow and silence. Snow and silence; the complete arrest of life; a rehearsal and a pre-echo of death. She pointed her skis down the hill. They looked like weird talons of brilliant red and gold in the powder snow as she waited, ready to swoop. I am alive. I am an eagle. Make sure to annotate and plan. Model:WHAT – HOW – WHYWhat is one idea coming through about the question focus (e.g. Zoe’s feelings)? How has the writer done this – what device/word have they used? Why does this help convey the idea you’ve identified? center264160Within the extract, Zoe’s feeling of transcendence and almost spiritual connection to the moment is conveyed by the writer through the extended metaphor of a ‘complete arrest of life’ and a ‘rehearsal and a pre-echo of death’. The image ‘arrest’ helps to demonstrate how, to Zoe, the moment is so powerful it feels to her as if time itself has been stopped. Similarly, by describing it as a ‘rehearsal’ of death the writer is illustrating how still everything is whilst referring to it as an ‘pre-echo of death’ helps to suggest exceptional this moment feels to Zoe; it stands apart from others. 00Within the extract, Zoe’s feeling of transcendence and almost spiritual connection to the moment is conveyed by the writer through the extended metaphor of a ‘complete arrest of life’ and a ‘rehearsal and a pre-echo of death’. The image ‘arrest’ helps to demonstrate how, to Zoe, the moment is so powerful it feels to her as if time itself has been stopped. Similarly, by describing it as a ‘rehearsal’ of death the writer is illustrating how still everything is whilst referring to it as an ‘pre-echo of death’ helps to suggest exceptional this moment feels to Zoe; it stands apart from others. center558492 00 Now you try:Use the sentences starters at the back to help you.Q3: Remember this question is asking you to consider the entire text and the reasoning behind it. A good strategy is to think of the writer as a director. What is the “camera” showing you? Why has the “director” drawn your attention to that idea at that particular moment? DO NOT use the phrase: This makes the reader want to read on. DO NOT analyse language. You are analysing the placement of information. You now need to think about the whole of the source. This text is from the beginning of a novel. How has the writer structured the text to interest you as a reader? You could write about: ? what the writer focuses your attention on at the beginning of the source ? how and why the writer changes this focus as the source develops ? any other structural features that interest you.-30480081280Key Terminology:BeginningEndCyclical structure/ Linear structureMotif Shift in focusNarrative perspectivePurposeful placement – i.e. The writer has purposefully ended the paragraph in this way because….; The writer has purposefully drawn our attention to this at the very start because…00Key Terminology:BeginningEndCyclical structure/ Linear structureMotif Shift in focusNarrative perspectivePurposeful placement – i.e. The writer has purposefully ended the paragraph in this way because….; The writer has purposefully drawn our attention to this at the very start because… Annotate and plan on your source. WHAT – HOW – WHYright598805At this point the action moves forward quickly as they are ‘carving matching parallel tracks through the fresh snow’, but an interruption occurs as Zoe looks at the beautiful ‘pillar of what looked like grey smoke’. At this point, we experience a sense of panic as both we and Zoe realise that ‘it was an avalanche’. The pace then becomes really fast as the avalanche overtakes them, until the last line when everything stops because Zoe blacks out. The writer deliberately ends on this idea to help the reader appreciate how Zoe has been knocked unconscious. We are left uncertain as to what exactly has happened to her and her husband which heightens the tension and impact of the overall piece. 00At this point the action moves forward quickly as they are ‘carving matching parallel tracks through the fresh snow’, but an interruption occurs as Zoe looks at the beautiful ‘pillar of what looked like grey smoke’. At this point, we experience a sense of panic as both we and Zoe realise that ‘it was an avalanche’. The pace then becomes really fast as the avalanche overtakes them, until the last line when everything stops because Zoe blacks out. The writer deliberately ends on this idea to help the reader appreciate how Zoe has been knocked unconscious. We are left uncertain as to what exactly has happened to her and her husband which heightens the tension and impact of the overall piece. What is your attention being drawn to? How has the writer done this? Why have they drawn your attention to it at that moment? What is the effect on you?-50038031813500Now you try: Question 4 – THE TWENTY MARKER!Make sure you put plenty of thought into this one. It is worth half of your reading paper. You are being tested on your evaluation (weighing up) of a statement and using evidence from the text to support your decision. Do not underestimate the importance of putting a box around the part of the text you are to use. Make sure you do this before annotating and planning. Remember to boil the question down so you areQ4: Focus this part of your answer on the second part of the source, from line 28 to the end. A student said, ‘In this part of the story, where Zoe and Jake are caught in the avalanche, I can’t believe Zoe is so slow to react to the warning signs because, in the end, the situation sounds really dangerous.’ To what extent do you agree? In your response, you could: ? consider Zoe’s reactions in this part of the story ? evaluate how the writer makes the situation sound dangerous ? support your response with references to the text. Annotate and plan response on the insert sheet.Then turn to next page. WHAT do you understand? HOW has the writer got this across (method/word)? WHY does -469900377190I think it’s understandable that Zoe is so slow to react. The signs of the avalanche are almost insignificant at the start – she feels a ‘small slab of snow slip from underneath her’ and hears a ‘rumble’ - and when she sees ‘grey smoke unfurling in silky banners’, she describes it as ‘beautiful’ because at this stage she still sees the mountains as magical. In particular the use of words like ‘silky’ and ‘beautiful’ paint a picture of something mesmerising not dangerous or destructive. 00I think it’s understandable that Zoe is so slow to react. The signs of the avalanche are almost insignificant at the start – she feels a ‘small slab of snow slip from underneath her’ and hears a ‘rumble’ - and when she sees ‘grey smoke unfurling in silky banners’, she describes it as ‘beautiful’ because at this stage she still sees the mountains as magical. In particular the use of words like ‘silky’ and ‘beautiful’ paint a picture of something mesmerising not dangerous or destructive. this method/word help you to understand the idea you’ve highlighted? -450850323850Now you try: Sentence Starters:WHAT:One idea shown is…..Another…..Finally….HOW:This sentence structure will help ensure you show writer method. Name the writer:Analytical verbFeeling or Perspective Connecting wordQuote from source The writer in Source…Last name of writerDemonstratesIllustratesEmphasisesSuggestsConveys ThroughBy e.g. The writer conveys how impressed they are by stating, ‘requires immense nerve’ when describing the sportWHY:The use of this phrase…..In particular….(for ZOOMING in on a word)Through this….It could also suggest…. (to offer a second interpretation to a phrase)Answers:Question 1:It was snowing.Snow had six-pointed flakesThe snow looks like it was from a picture book. The snot is settlingShe is on a mountainThe air is icy.The air smells of pine resin.Below her is Saint-Bernard-en-Haut.To the west she can see the Pyrenees. The mountain range has irregular peaks.The village is several hundred metres below her. Question 2:Ideas you may have drawn out:use of repetition and alliteration in ‘snow and silence’ use of words like ‘everywhere’ to show Zoe is totally surrounded by snow the extended metaphor of a ‘complete arrest of life’ and a ‘rehearsal and a pre-echo of death’ to suggest Zoe’s feeling of transcendence (going beyond the ordinary)reference to the metaphor the ‘eagle’Question 3:Ideas you may have drawn out: shifting pace and tone from stillness and tranquillity in the first half of the text to rapid action and panic in the second half clues of the approaching avalanche, eg shifting snow, a rumble, etc the circular structure of the text, but moving from harmless silence at the beginning to the silence of disaster at the end use of dialogue as a valid structural featureQuestion 4: Ideas you may have drawn out: the numerous clues that suggest the avalanche is coming how Zoe’s previous positive feeling towards the mountain impacts the speed of her reactions Jake as a catalyst in changing the direction of the plotuse of violent imagery, eg ‘a tsunami at sea’, to show the force of the avalanche use of other linguistic features, eg the triplet ‘twisting, spinning, turning’ to convey Zoe’s loss of control. ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- world literature independent study
- beowulf critical analysis questions
- what you need to know welcome
- the chrysalids
- the purpose of this document is to have a conversation
- visualising and verbalising
- the mental status examination brown university
- ark acton academy
- hatchet study questions use during and after reading
Related searches
- doha academy qatar
- khan academy statistics
- khan academy significant figures chemistry
- khan academy order of operations
- khan academy numbers and operations
- khan academy number theory
- khan academy contact us
- khan academy contact number
- khan academy significant figures practice
- khan academy significant numbers
- american academy school doha
- academy of water education