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Is there any point revising for GCSE English Lit 2morrow? If so, how? Watch

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    I did AQA last year, for revising do something like exam technique and go over key notes for each character, but yeah exam technique is key
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    (Original post by JenniMusic)
    Thanks! My teacher always says that we need to go into detail for each chosen quote, but pick a range so that we cover the entire play/novel. I'll need to keep myself strict on timing to get a range of points though - the detail I would love to go into is not suited to relatively short exams!
    Exactly - your teacher is spot on! It's a very big ask really. Just remember, talking in detail doesn't mean you need to babble. Avoid generalisations and make sure every sentence adds marks For example rather than saying that the alliteration helps the reader remember the character or something vague, be specific about the effect - the repeated "s" sound is harsh which reveals... Concise and to the point!
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    (Original post by ASSISTER)
    Point
    Evidence
    Explanation
    Effect
    Language
    Alternative interpretation (A*)
    Context (in Of Mice and Men)
    This is how I've been taught to layout my answers.
    whats alternative interpretation? safe
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    (Original post by JustJen)
    Both will work. What I would not recommend is using just one quotation and working your way through lots of interpretations for the whole essay. It's easy to get lost that way and it would not show off your knowledge of the whole text - remember, this is your one chance to do so!

    I teach my students to PEDAL - Point, Evidence, Device, Analysis, Link (to context or to next point, depending on question). For an A* the analysis should include multiple interpretations of the device or word being analysed. It should also be concise so you can move on and make as many points as you can within your time.

    For example you might talk about how Crooks says he "ain't no Southern negro" and suggest that the word "negro" shows his acceptance of the racism he faces to the extent that he refers to himself using derogatory racial terms. However, his assertion that he isn't "Southern" allows him to differentiate himself from the ex-slaves in the South and reveals that he might well be as racist as the rest of the men on the ranch as he is keen to distance himself from the slave trade and remind others that he has been born free and should be treated better.

    This analyses a key word, has two interpretations and brings in the context of OMAM
    (Original post by LivMalseed)
    Yours and mine layout at different, I was taught the 'PEARL' which is
    - Point
    - Evidence
    - Analysis
    - Reader response
    - Language skills (devices)
    what do you man mean by 'analysis'? safe
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    (Original post by rihana.c)
    I'm totally gonna fail but i am just trying to learn key quotes, themes and some characters

    I just never know how to explain my quotes properly, like I know PEE but I can never develop my explanation or think of anything to say
    you will need to talk about Priestley's views and the impact on the reader.
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    (Original post by roadmanchasin£££)
    what do you man mean by 'analysis'? safe
    roadman u kno, its just a different explanation to ur point
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    (Original post by ASSISTER)
    roadman u kno, its just a different explanation to ur point
    i dont understand bruv what do you mean
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    (Original post by roadmanchasin£££)
    what do you man mean by 'analysis'? safe
    I'm trying to work out if you're joking or not - particularly in the way you express yourself. Even with benefit of the doubt it's probably a bit late to be asking this. Your analysis is your ability to read, understand and work out the meaning of specific quotations. You should also be talking about the effect of language/structure/form on the reader.
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    (Original post by roadmanchasin£££)
    i dont understand bruv what do you mean
    honestly just stick to the other parts. its not really essential unless ur aiming at the top marks/ higher bands
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    Theme, quote/s, what that quote shows, why has the writer done that? They are some really important things.
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    (Original post by JustJen)
    I'm trying to work out if you're joking or not - particularly in the way you express yourself. Even with benefit of the doubt it's probably a bit late to be asking this. Your analysis is your ability to read, understand and work out the meaning of specific quotations. You should also be talking about the effect of language/structure/form on the reader.
    aite safe safe, thanks for that, very coherent. I do dat already in my writing innit, but i dont call it 'analysis' per se ygm
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    (Original post by ASSISTER)
    honestly just stick to the other parts. its not really essential unless ur aiming at the top marks/ higher bands
    listen i want A* so i become a lawyer and get justice for my bredrin behind bars
    So is it like da effect on the reader? or like the effect of the lang technique? safe.
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    (Original post by ali_ali_ali)
    you will need to talk about Priestley's views and the impact on the reader.
    yh, I try to do that but I can never develop it fully and I end up with only 1 sentence really linking.
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    (Original post by rihana.c)
    yh, I try to do that but I can never develop it fully and I end up with only 1 sentence really linking.
    here is an example that hit band 6 (aqa)

    At the end of the play the second death carries with it priestley’s political point that that lessons of ww1 represented by the death of eva were not learnt so the birlings now face the final word of the play ‘questions’ priestley’s question in 1945 could be that how did the ruling classes allow ww2 to occur so that millions of eva smiths lost their lives again. Eric and sheila who represent the younger generation who grew up in the interwar years and failed to live up to their responsibility, priestley’s play may reflect the mood of the country who accepted a socialist government. The crime play indicates that it is not sheila and eric who learnt the inspectors lesson but it's is the next generation, their kids who learnt the inspectors lesson.

    maybe this will help
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    (Original post by ali_ali_ali)
    here is an example that hit band 6 (aqa)

    At the end of the play the second death carries with it priestley’s political point that that lessons of ww1 represented by the death of eva were not learnt so the birlings now face the final word of the play ‘questions’ priestley’s question in 1945 could be that how did the ruling classes allow ww2 to occur so that millions of eva smiths lost their lives again. Eric and sheila who represent the younger generation who grew up in the interwar years and failed to live up to their responsibility, priestley’s play may reflect the mood of the country who accepted a socialist government. The crime play indicates that it is not sheila and eric who learnt the inspectors lesson but it's is the next generation, their kids who learnt the inspectors lesson.

    maybe this will help
    wow, thanks so much, that's a really good paragraph. On the last sentence tho, did you mean it is not Mr and Mrs Birling who learnt the Inspectors lesson?
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    (Original post by rihana.c)
    wow, thanks so much, that's a really good paragraph. On the last sentence tho, did you mean it is not Mr and Mrs Birling who learnt the Inspectors lesson?
    i mean that mr and mrs birling, as well as sheila and eric didnt learn the lesson, it was sheila's kids and erick's that learnt the lesson. the third generation of birlings.

    hopefully that made sense
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    (Original post by ali_ali_ali)
    i mean that mr and mrs birling, as well as sheila and eric didnt learn the lesson, it was sheila's kids and erick's that learnt the lesson. the third generation of birlings.

    hopefully that made sense
    oh, I would've said that the younger generation (sheila and eric) learnt their lesson, especially sheila who took the most responsibility whereas the older generation ( Mr and Mrs B) are still stuck in their capitalist ways, taking no responsibility. Priestley could be using these characters to show to the audience the consequences to see an opportunity to reform and prevent suffering from changing from a capitalist way to a more socialist view. He is also showing that there is still hope for the future through the younger generation and that it is not too late to reform.

    Is that okay???
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    (Original post by roadmanchasin£££)
    listen i want A* so i become a lawyer and get justice for my bredrin behind bars
    So is it like da effect on the reader? or like the effect of the lang technique? safe.
    looool im not good at explaining so safe
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    (Original post by rheaj44)
    Explain the effect of the quote/point on the reader. Author presents so-and-so in this way, which is shown through this quote, and this causes the reader to feel so-and-so towards the character. Also, it helps to link your point to the purpose of the overall book/play or the author's purpose.

    Btw I have no idea what I'm doing for English lit either and I'm taking it next year :P
    It is horrid at A-Level just saying
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    (Original post by rihana.c)
    oh, I would've said that the younger generation (sheila and eric) learnt their lesson, especially sheila who took the most responsibility whereas the older generation ( Mr and Mrs B) are still stuck in their capitalist ways, taking no responsibility. Priestley could be using these characters to show to the audience the consequences to see an opportunity to reform and prevent suffering from changing from a capitalist way to a more socialist view. He is also showing that there is still hope for the future through the younger generation and that it is not too late to reform.

    Is that okay???
    yes thats good but you could use the falling curtains stage directions at the end and say the lesson learnt is superficial, as to get an a* u need alternative views
 
 
 
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