Revision tip - type a paragraph and put it into 'Wordle' this will give you an over-view of the range of words you are using. Aim to improve these words if they seem dull.
4. Structure. Think about the structure of your work as it will impress the examiner if it is clear that you have thought about it. Think about hooking the reader and maybe leaving information to the end, use cliff-hangers or end with a thought-provoking statement.
5. Finally, use language techniques. Work out the GAP (Genre Audience and Purpose) and then tailor your writing accordingly. For example if it is asking you to be descriptive use similes, metaphors and imagery or if it asking you to be informative, use facts and statistics, etc.
‘heavy looking, rather portentous man’ ‘a hard‐headed practical man of business’ ‘Yes, my dear, I know – I’m talking too much.’ ‘perhaps we may look forward to a time when Crofts and Birlings are no longer
competing but are working together’ ‘The Germans don’t want war’ ‘unsinkable, absolutely unsinkable’ ‘mixed up together like bees in a hive’ ‘community and all that nonsense’ ‘a man has to mind his own business and look out for himself and his own.’ ‘I know the Brumley police officers pretty well’ ‘This is Gerald Croft, the son of Sir George Croft’ ‘the wretched girl’s suicide’
‘she’d had a lot to say – far too much – so she had to go of course.’ (Eric)‘You’re not the kind of father a chap could go to when he’s in trouble.
That’s why.’ ‘I must say Sybil, that when this comes out at the inquest, it isn’t going to do
us much good.’
‘The whole story’s just a lot of moonshine.’
Mrs Birling
‘Arthur, you’re not supposed to say such things.’ (To Sheila) ‘when you’re married, you’ll realise that men with important work
to do sometimes have to spend all their time and energy on their business.
You’ll have to get used to that, just as I had.’ (To Inspector Goole) ‘You know of course that my husband was Lord Mayor
only two years ago...’ ‘Girls of that class.’ (On Eric’s drinking) ‘he’s only a boy.’ IG to Mrs B ‘ You’re a member, a prominent member, of the Brumley Women’s
Charity Organization, aren’t you?’ ‘We’ve done a great deal of useful work in helping deserving causes.’ ‘I didn’t like her manner. She impertinently made use of our name.’ ‘I did nothing I’m ashamed of.’ IG to Mrs B. ‘She came to you for help at a time when no woman could have
needed it more.’
‘She was claiming elaborate fine feelings and scruples that were simply absurd
in a girl of her position.’ ‘I blame the young man. He ought to be dealt with very severely.’
Gerald
(To Sheila) ‘I hope I can make you as happy as you deserve to be.’
Mr B to G. ‘I have an idea that your mother – Lady Croft ... feels you might
have done better for yourself socially.’
(Sheila to Gerald) ‘Except for last summer when you wouldn’t come near me.’
‘My God! ...I’ve suddenly realized – taken it in properly – that she’d dead!’
‘I didn’t install her there so I could make love to her.’
‘I didn’t feel about her as she felt about me.’
Eric
‘I was in that state when a chap easily turns nasty.’
(Mrs B) ‘You stole money!’
‘You’re not the kind of father a chap could go to when he’s in trouble. That’s
why.’
‘You killed her – and the child she’d have had too – my child’
‘You’re beginning to pretend as if nothing’s really happened at all. And I can’t
see it like that. The girl’s still dead, isn’t she?’
‘we helped to kill her.’
Sheila
‘except for all last summer when you never came near me.’
In response to mother’s comment that women must get used to their
husbands working all the time: ‘I don’t believe I will.’
‘But these girls aren’t cheap labour – they’re people.’
‘I felt rotten about it at the time and now I feel a lot worse.’
‘She was very pretty and looked like she could take care of herself.’
‘I hate to think how much he knows that we don’t know yet.’
‘I know I’m to blame and I’m desperately sorry.’
‘he’s giving us rope so that we’ll hang ourselves.’
‘You were the wonderful fairy prince. You must have enjoyed it, Gerald.’
Inspector Goole
'We’re respectable citizens and not dangerous criminals. Sometimes there isn’t as much difference as you think.' 'This girl killed herself—and died a horrible death. But each of you helped to kill her. Remember that. Never forget it. But then I don’t think you ever will.' 'There are millions and millions of Eva Smiths and John Smiths still left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, with what we think and do. We don’t live alone. We are members of one body. We are responsible for each other.'
Look through past papers and familiarise yourself with what is asked and how it is asked. Look up any words and phrases which may confuse you such as: How does the writer present,.. This is asking you to look for how the writer uses language techniques to achieve his or her purpose. How is language used for effect This is asking you to explain how language has an effect on the reader - try to link this to the overall purpose of the text and identify language techniques where possible. Explain the ways, Again, this is asking you to explain techniques used by the writer to achieve their purpose. 'What do you understand' and 'What do you learn..' These questions are testing your comprehension of what you have read, the question will want you to read between the lines, make inferences and be perceptive. This type of question does NOT require you to analyse language. Find past papers here on the AQA web site http://www.aqa.org.uk/subjects/english/gcse/english-language-4705/past-papers-and-mark-schemes
2. Semantic Fields
A semantic field is a set of words grouped semantically (that is, by meaning), referring to a specific subject. If you can identify a semantic field of words in a piece of writing it could help you to reach the top band of the mark scheme (see below):
offers a full and detailed understanding of the texts in relation to language
You could also refer to it as a lexical field: a group of words referring to the same topic, e.g. ‘flames’, ‘damnation’ and ‘hell’. This is most worth commenting on where there’s an interesting contrast, e.g. love described as ‘war’ - something unexpected which shows us a strange truth about love: it can be hurtful, violent, you can feel destroyed, etc.
This normally highlights a particular mood. How to write about it: ‘flames suggest it is burning, unstoppable, and links to the idea of ‘hell’. The semantic field of 'hell' suggests that this is moral evil, not just a bad situation.’
3. Link your revision - practising Q4 skills will also help your literature analysis and vice-versa.
Remember, when approaching language analysis, always ask yourself, 'Why has the writer chosen that word?' and 'What effect does it have on the reader?'.
4. Always Plan!
For Q5 and 6, use the first page of your answer paper to dedicate to a detailed plan. This will help you to get marks for the structure of your work. Watch this video about how to plan effectively:
Thank you helpmemrdavies!
5. Learn how to use compound, complex and simple sentences and use them all in the first paragraph to create a great impression on the examiner! Mr Davies can help you to revise this too...
