Guidance with the new English specification (9-1) [AQA] [WIP]

•

Section A is a question regarding the Shakespearean play that you have studied. You are to answer one 30 mark question, the one that is relevant to the play that you have studied. This is clearly indicated. You will be given one short extract, and you will be asked a question regarding that extract, and the "text as a whole". As I've said, it's worth 30 marks, and you will receive 4 additional marks for spelling, punctuation, and grammar.

•

Section B is a question regarding the 19th century text that you have studied. Similar to before, you are given an extract, and you will be asked to answer a question in reference to it, and in reference to the play as a whole. This is also worth 30 marks, but there are no AO4 marks available.

•

Section A is a 30 mark question regarding the modern text/play, that you have studied. 4 marks for spelling, punctuation, and grammar, are available. You are given a choice of 2 questions for your text, and you are to pick only one. You are not given an extract to work from.

•

Section B is the dreaded "poetry" section. There are two poetry questions to pick from, one for each part of the anthology, "Love and Relationships", and "Power and Conflict". You should, obviously (:P) pick the one relevant to the poems that you have studied. You are given one poem, and you are asked to compare this poem with another within the cluster. You are not given a copy of the anthology to work from, you must recall quotes, context, and general points about form/structure from memory. A bit harsh, I know. This is worth 30 marks.

•

Section C is the Unseen Poetry section. You are given two unseen poems, and you have two questions to answer. The first question is a 24 marker about one poem. This will likely be discussing the portrayal of a certain concept or theme within a poem. The 8 marker is comparing this poem to a, probably quite similar, poem. There are no spelling, punctuation, and grammar marks available within this section.

•

You are given a fictional text, likely from a novel or similar. The one used in the Specimen paper is around 43 lines, although the text used for the actual exam may be shorter or longer.

•

The questions asked may include: a 4 marker, which should be simple comprehension, two 8 marker discussing language and structure, and a 20 mark "how far" question.

•

A 4 mark comprehension question.

•

An 8 mark question discussing differences

•

A 12 mark question discussing language

•

A 16 mark comparison question.

•

Context - This is discussion of the circumstances under which the text was written, and relating that to the question. This could be, for example, the portrayal of Lady Macbeth in Macbeth is representative of the way that women were, traditionally, viewed within Shakespeare's time. Of course, you should develop the point more than that, with quotations etc., and relate it to the question

•

Form and structure - This is equally as important as language. If one calls language, what has been written, you can call form/structure, how it has been written. This may include, for example, line length, stanza length, meter, rhyme scheme, caesuras, perspective shifts, narrative shifts, etc.

•

Language - This should go without saying, analysis of the language that is used within the text!

•

Point - Make your point clearly.

•

Evidence - Give evidence to support the point. This should be in the form of quotations.

•

Explain - Develop your point in relation to the question. You should mention named literary techniques, and link them to your point.

•

Impact - Explain the effect on the reader or viewer. This could something like, "helping the reader to visualise ...", for metaphors, similes, and personification. I absolutely cannot stress how important this is. Even if it's only one or two lines, it will still matter. It will make an impact -- no pun intended.

•

Context - If relevant, support the point with context.

•

Link - Evaluate the point, and link it to the question.

•

Use a regular structure, as I detailed earlier.

•

Read the questions extremely carefully. Pick out key points, ie. "describe", "explain", "how?". Read the question entirely, a few times, before you attempt to answer the question. If you miss out a word or two, you may find yourself getting the whole question wrong, and potentially losing all, or most, of the marks offered for the question. This might seem scary, but it's better to be safe than sorry. I have done this before, and I ended up losing around 20 marks over it. If it helps, rewrite the question in your own words.

•

Do a plan before you attempt to answer the questions. Don't spend too long on it, just jot down a few key points that you aim to hit. If you want, scribble down some relevant quotes to include for each point. This will ensure that your response is focused, and isn't "all over the place".

•

Practice picking out quotes and key points from texts. Most importantly, practicse and get your teacher to mark your work. Don't get upset if it doesn't go as planned. Note your teachers advice, at all times. While the grade they give you might not be correct, I will talk about that later, the feedback they give you wil be extremely valuable. Far, far, far, far, far, far more valuable than the mark they give you, in fact.

•

Don't repeat yourself. Only introduce a new point if it's unique. If not, simply add the quotation you were going to use into your previous point.

•

Provide different viewpoints.

•

An answer cannot be wrong if it is properly developed and substantiated, and is relevant to the question.

•

You will be given an extract of variable length.

•

You will be presented with a question, regarding a theme or a character.

•

You are to both use the extract provided, and details from the text as a whole.

•

You should start with the extract.

•

Refer to the text as a whole [AO1]

•

Use precise quotations to support your points, as per my suggested structure earlier. [AO1]

•

Use subject terminology [AO2]

•

Explore the impact upon the reader. [AO2]

•

Present different perspectives, as well as refer to context in your answer. [AO3]

•

You have an option of two questions for the text you have studied.

•

One question will be regarding the development, involvement or characteristics of character(s) within the text.

•

The other question will be regarding the exploration of a theme.

•

You are not provided with an extract.

•

Refer to the text as a whole [AO1] -- this is important. You may be essentially restricting yourself to mark band 3, which is said to be around a grade 4/5, if you forget to do this. Even if it's only one point mentioning the whole text, it's definitely better than nothing.

•

Use precise quotations to support your points, as per my suggested structure earlier. [AO1]

•

Use subject terminology [AO2]

•

Explore the impact upon the reader or viewer. [AO2]

•

Present different perspectives, as well as refer to context in your answer. [AO3]

•

You are presented with one poem from the anthology cluster.

•

You are given a theme.

•

You should compare this poem, with another in the cluster, within the bounds of the theme.

•

Compare two poems (goes without saying) - you will be very restricted in terms of credit if you don't do this. [AO1]

•

Use quotations to support points [AO1]

•

Analyse the writer's techniques, utilising subject terminology [AO2]

•

Explore effects on the reader [AO2]

•

Make links within your response to context and the task [AO3]

•

For Part 1, you are provided with one poem.

•

This poem will be completely new to you.

•

You are to answer a question regarding this poem.

•

This question is worth 24 marks.

•

Unfamiliar words will be defined, ie. slang.

•

Use quotations to support points [AO1]

•

Analyse the writer's techniques with the use of subject terminology [AO2]

•

Explore effects on the reader [AO2]

•

Context is not required.

•

You are provided with another poem.

•

This poem should be relate to the first, in some form.

•

You will be asked to compare how the writers present a common theme.

•

Only 8 marks are available, and thus I recommend that it should be treated as low-priority.

•

Unfamiliar words will be defined, ie. slang.

•

Explore the writers use of language, structure and form using subject terminology.

•

Make comparisons on the effects of the techniques used by the two writers.

•

4 marks: Consistently accurate, uses vocabulary and sentences structures to effectively control the meaning of their (the candidate's) writing.

•

2-3 marks: Considerably accurate, uses vocabulary and sentences structures to control the meaning of their (the candidate's) writing.

•

1 mark: Reasonably accurate, uses a reasonable range of vocabulary and sentences.

•

0 marks: Mostly incoherent, or nothing has been written.

•

You are presented with a fictitious text.

•

You are asked to pick out 4 points from the text, regarding a quite basic topic, for example, the weather in the extract.

•

You are not required to explain the points in any detail

•

You will receive a mark for every correct observation, to a maximum of 4.

•

You are presented with an extract from the text.

•

You should only reference to this extract.

•

You should talk about: words and phrases, form and structure and language techniques

•

You are required to discuss the readers choice of language in relation to a theme. This could be the way in which the author presents the weather.

•

There are 8 marks available.

•

Analyse the effects of the writer's choices of language, including sentence forms, techniques etc.

•

Select a relevant range of quotations/evidence from the text.

•

Reference to named literary techniques.

•

You are to refer to the whole source.

•

You are given a question regarding the structure of the extract.

•

The advice given below the question may vary depending on the text.

•

8 marks are available.

•

Analyse the writer's choice of structural features.

•

Select appropriate examples to evidence your point.

•

Use subject terminology.

•

You should focus on the part of the extract specified in the question. You will, however, not be penalised for discussing outside this scope.

•

You will be presented with a statement, and you will be asked how far you agree.

•

You will be given several question-dependant hints.

•

Evaluate effects on the reader

•

I would recommend presenting arguments both for and against, although this isn't made clear in the markscheme.

•

Show an understanding of the writer's techniques.

•

Use subject terminology.

•

Select appropriate examples to evidence your point

•

Maintain a focus on the question. This is important for a large essay question such as this.

•

You will be given a picture or, potentially, a source. It's hard to say, given only one question paper.

•

You will be asked to either write a description of the picture, or the start of a story based around it.

•

You will be awarded 16 marks for accuracy, and 24 for content.

•

Your form and tone should be suitable to the audience targeted.

•

Use ambitious vocabulary and structures.

•

Should match your writing to the purpose required of the question.

•

Use varied and "inventive" vocabulary.

•

Structure your piece in a way that is clear.

•

Ensure your piece flows as intended.

•

Incorporate a range of "inventive" ideas.

•

Maintain a consistently accurate sentence structure.

•

Use a wide range of punctuation where appropriate.

•

Use standard English unless instructed otherwise.

•

Ensure that spelling is accurate.

•

Use an extensive range of vocabulary.

•

You are given two pieces of non-fiction text.

•

You may be given a part of the text to focus on.

•

You will be required to answer a basic comprehension question, possibly a true/false question.

•

One mark will be awarded for each correct observation, up to a maximum of 4.

•

You will be asked to use two sources.

•

You are asked to write a summary of the differences between an element of the two texts.

•

You can receive a maximum of 8 marks.

•

Make clear inferences based on both texts.

•

Use quotes to evidence your point.

•

Make clear statements discussing the differences (not similarities) of the text.

•

You are asked to refer to one source.

•

Carefully note which source this is, and I cannot stress that enough. You risk losing all 12 marks available if you talk about the wrong source.

•

You will be asked a question about the use of language within that source.

•

You do not need to talk about structure, but you could/should talk about sentence forms.

•

Analyse the effects of the writer's choice of language.

•

Use quotations to evidence/support your points.

•

Refer to named linguistic features/techniques, and relate these to the question.

•

You are asked to refer to all of both sources.

•

You will compare how the writers convey ideas about something. This might be a theme or a concept, or similar.

•

Compare the ideas of the two authors, as well as *how* these are portrayed.

•

Analyse how named methods are used.

•

Select quotations to support your points from the text.

•

Show an understanding of the different ideas conveyed in the text.

•

Ensure that you are referring to both texts, otherwise you may risk losing up to 24 marks, which could severely impact your final grade.

•

You will be given a controversial argument.

•

You will be asked to write to a specific target audience.

•

24 marks are available for content, and 16 for accuracy.

•

Ensure your register is suitable to the target audience.

•

Ensure your writing is matched to to the purpose specified.

•

Ensure your vocabulary is extensive and complex.

•

Use a variety of literary devices.

•

Use a variety of structural features.

•

Ensure your piece flows as intended.

•

Ensure that your sentences are formed coherently.

•

Use a wide range of punctuation to a high accuracy.

•

Use standard English.

•

Maintain a high level of accuracy in spelling, and grammar, throughout.

•

We don't know what mark is required for each grade.

•

Using the grade boundaries for the old specification, it is unlikely that a good pass, a grade 5 will surpass around 40% (50% for Language). It will likely be lower as most people find this specification significantly harder.

•

Similarly, an 8 is unlikely to exceed 70-75%.

•

Teachers who use "90% is an 8, 80% is a 7", are confusing raw marks with UMS marks. This doesn't mean their feedback should be disregarded, it simply means that the grades given are probably inaccurate, probably by 1 or 2 grades, in some cases.

•

Section A is a question regarding the Shakespearean play that you have studied. You are to answer one 30 mark question, the one that is relevant to the play that you have studied. This is clearly indicated. You will be given one short extract, and you will be asked a question regarding that extract, and the "text as a whole". As I've said, it's worth 30 marks, and you will receive 4 additional marks for spelling, punctuation, and grammar.

•

Section B is a question regarding the 19th century text that you have studied. Similar to before, you are given an extract, and you will be asked to answer a question in reference to it, and in reference to the play as a whole. This is also worth 30 marks, but there are no AO4 marks available.

•

Section A is a 30 mark question regarding the modern text/play, that you have studied. 4 marks for spelling, punctuation, and grammar, are available. You are given a choice of 2 questions for your text, and you are to pick only one. You are not given an extract to work from.

•

Section B is the dreaded "poetry" section. There are two poetry questions to pick from, one for each part of the anthology, "Love and Relationships", and "Power and Conflict". You should, obviously (:P) pick the one relevant to the poems that you have studied. You are given one poem, and you are asked to compare this poem with another within the cluster. You are not given a copy of the anthology to work from, you must recall quotes, context, and general points about form/structure from memory. A bit harsh, I know. This is worth 30 marks.

•

Section C is the Unseen Poetry section. You are given two unseen poems, and you have two questions to answer. The first question is a 24 marker about one poem. This will likely be discussing the portrayal of a certain concept or theme within a poem. The 8 marker is comparing this poem to a, probably quite similar, poem. There are no spelling, punctuation, and grammar marks available within this section.

•

You are given a fictional text, likely from a novel or similar. The one used in the Specimen paper is around 43 lines, although the text used for the actual exam may be shorter or longer.

•

The questions asked may include: a 4 marker, which should be simple comprehension, two 8 marker discussing language and structure, and a 20 mark "how far" question.

•

A 4 mark comprehension question.

•

An 8 mark question discussing differences

•

A 12 mark question discussing language

•

A 16 mark comparison question.

•

Context - This is discussion of the circumstances under which the text was written, and relating that to the question. This could be, for example, the portrayal of Lady Macbeth in Macbeth is representative of the way that women were, traditionally, viewed within Shakespeare's time. Of course, you should develop the point more than that, with quotations etc., and relate it to the question

•

Form and structure - This is equally as important as language. If one calls language, what has been written, you can call form/structure, how it has been written. This may include, for example, line length, stanza length, meter, rhyme scheme, caesuras, perspective shifts, narrative shifts, etc.

•

Language - This should go without saying, analysis of the language that is used within the text!

•

Point - Make your point clearly.

•

Evidence - Give evidence to support the point. This should be in the form of quotations.

•

Explain - Develop your point in relation to the question. You should mention named literary techniques, and link them to your point.

•

Impact - Explain the effect on the reader or viewer. This could something like, "helping the reader to visualise ...", for metaphors, similes, and personification. I absolutely cannot stress how important this is. Even if it's only one or two lines, it will still matter. It will make an impact -- no pun intended.

•

Context - If relevant, support the point with context.

•

Link - Evaluate the point, and link it to the question.

•

Use a regular structure, as I detailed earlier.

•

Read the questions extremely carefully. Pick out key points, ie. "describe", "explain", "how?". Read the question entirely, a few times, before you attempt to answer the question. If you miss out a word or two, you may find yourself getting the whole question wrong, and potentially losing all, or most, of the marks offered for the question. This might seem scary, but it's better to be safe than sorry. I have done this before, and I ended up losing around 20 marks over it. If it helps, rewrite the question in your own words.

•

Do a plan before you attempt to answer the questions. Don't spend too long on it, just jot down a few key points that you aim to hit. If you want, scribble down some relevant quotes to include for each point. This will ensure that your response is focused, and isn't "all over the place".

•

Practice picking out quotes and key points from texts. Most importantly, practicse and get your teacher to mark your work. Don't get upset if it doesn't go as planned. Note your teachers advice, at all times. While the grade they give you might not be correct, I will talk about that later, the feedback they give you wil be extremely valuable. Far, far, far, far, far, far more valuable than the mark they give you, in fact.

•

Don't repeat yourself. Only introduce a new point if it's unique. If not, simply add the quotation you were going to use into your previous point.

•

Provide different viewpoints.

•

An answer cannot be wrong if it is properly developed and substantiated, and is relevant to the question.

•

You will be given an extract of variable length.

•

You will be presented with a question, regarding a theme or a character.

•

You are to both use the extract provided, and details from the text as a whole.

•

You should start with the extract.

•

Refer to the text as a whole [AO1]

•

Use precise quotations to support your points, as per my suggested structure earlier. [AO1]

•

Use subject terminology [AO2]

•

Explore the impact upon the reader. [AO2]

•

Present different perspectives, as well as refer to context in your answer. [AO3]

•

You have an option of two questions for the text you have studied.

•

One question will be regarding the development, involvement or characteristics of character(s) within the text.

•

The other question will be regarding the exploration of a theme.

•

You are not provided with an extract.

•

Refer to the text as a whole [AO1] -- this is important. You may be essentially restricting yourself to mark band 3, which is said to be around a grade 4/5, if you forget to do this. Even if it's only one point mentioning the whole text, it's definitely better than nothing.

•

Use precise quotations to support your points, as per my suggested structure earlier. [AO1]

•

Use subject terminology [AO2]

•

Explore the impact upon the reader or viewer. [AO2]

•

Present different perspectives, as well as refer to context in your answer. [AO3]

•

You are presented with one poem from the anthology cluster.

•

You are given a theme.

•

You should compare this poem, with another in the cluster, within the bounds of the theme.

•

Compare two poems (goes without saying) - you will be very restricted in terms of credit if you don't do this. [AO1]

•

Use quotations to support points [AO1]

•

Analyse the writer's techniques, utilising subject terminology [AO2]

•

Explore effects on the reader [AO2]

•

Make links within your response to context and the task [AO3]

•

For Part 1, you are provided with one poem.

•

This poem will be completely new to you.

•

You are to answer a question regarding this poem.

•

This question is worth 24 marks.

•

Unfamiliar words will be defined, ie. slang.

•

Use quotations to support points [AO1]

•

Analyse the writer's techniques with the use of subject terminology [AO2]

•

Explore effects on the reader [AO2]

•

Context is not required.

•

You are provided with another poem.

•

This poem should be relate to the first, in some form.

•

You will be asked to compare how the writers present a common theme.

•

Only 8 marks are available, and thus I recommend that it should be treated as low-priority.

•

Unfamiliar words will be defined, ie. slang.

•

Explore the writers use of language, structure and form using subject terminology.

•

Make comparisons on the effects of the techniques used by the two writers.

•

4 marks: Consistently accurate, uses vocabulary and sentences structures to effectively control the meaning of their (the candidate's) writing.

•

2-3 marks: Considerably accurate, uses vocabulary and sentences structures to control the meaning of their (the candidate's) writing.

•

1 mark: Reasonably accurate, uses a reasonable range of vocabulary and sentences.

•

0 marks: Mostly incoherent, or nothing has been written.

•

You are presented with a fictitious text.

•

You are asked to pick out 4 points from the text, regarding a quite basic topic, for example, the weather in the extract.

•

You are not required to explain the points in any detail

•

You will receive a mark for every correct observation, to a maximum of 4.

•

You are presented with an extract from the text.

•

You should only reference to this extract.

•

You should talk about: words and phrases, form and structure and language techniques

•

You are required to discuss the readers choice of language in relation to a theme. This could be the way in which the author presents the weather.

•

There are 8 marks available.

•

Analyse the effects of the writer's choices of language, including sentence forms, techniques etc.

•

Select a relevant range of quotations/evidence from the text.

•

Reference to named literary techniques.

•

You are to refer to the whole source.

•

You are given a question regarding the structure of the extract.

•

The advice given below the question may vary depending on the text.

•

8 marks are available.

•

Analyse the writer's choice of structural features.

•

Select appropriate examples to evidence your point.

•

Use subject terminology.

•

You should focus on the part of the extract specified in the question. You will, however, not be penalised for discussing outside this scope.

•

You will be presented with a statement, and you will be asked how far you agree.

•

You will be given several question-dependant hints.

•

Evaluate effects on the reader

•

I would recommend presenting arguments both for and against, although this isn't made clear in the markscheme.

•

Show an understanding of the writer's techniques.

•

Use subject terminology.

•

Select appropriate examples to evidence your point

•

Maintain a focus on the question. This is important for a large essay question such as this.

•

You will be given a picture or, potentially, a source. It's hard to say, given only one question paper.

•

You will be asked to either write a description of the picture, or the start of a story based around it.

•

You will be awarded 16 marks for accuracy, and 24 for content.

•

Your form and tone should be suitable to the audience targeted.

•

Use ambitious vocabulary and structures.

•

Should match your writing to the purpose required of the question.

•

Use varied and "inventive" vocabulary.

•

Structure your piece in a way that is clear.

•

Ensure your piece flows as intended.

•

Incorporate a range of "inventive" ideas.

•

Maintain a consistently accurate sentence structure.

•

Use a wide range of punctuation where appropriate.

•

Use standard English unless instructed otherwise.

•

Ensure that spelling is accurate.

•

Use an extensive range of vocabulary.

•

You are given two pieces of non-fiction text.

•

You may be given a part of the text to focus on.

•

You will be required to answer a basic comprehension question, possibly a true/false question.

•

One mark will be awarded for each correct observation, up to a maximum of 4.

•

You will be asked to use two sources.

•

You are asked to write a summary of the differences between an element of the two texts.

•

You can receive a maximum of 8 marks.

•

Make clear inferences based on both texts.

•

Use quotes to evidence your point.

•

Make clear statements discussing the differences (not similarities) of the text.

•

You are asked to refer to one source.

•

Carefully note which source this is, and I cannot stress that enough. You risk losing all 12 marks available if you talk about the wrong source.

•

You will be asked a question about the use of language within that source.

•

You do not need to talk about structure, but you could/should talk about sentence forms.

•

Analyse the effects of the writer's choice of language.

•

Use quotations to evidence/support your points.

•

Refer to named linguistic features/techniques, and relate these to the question.

•

You are asked to refer to all of both sources.

•

You will compare how the writers convey ideas about something. This might be a theme or a concept, or similar.

•

Compare the ideas of the two authors, as well as *how* these are portrayed.

•

Analyse how named methods are used.

•

Select quotations to support your points from the text.

•

Show an understanding of the different ideas conveyed in the text.

•

Ensure that you are referring to both texts, otherwise you may risk losing up to 24 marks, which could severely impact your final grade.

•

You will be given a controversial argument.

•

You will be asked to write to a specific target audience.

•

24 marks are available for content, and 16 for accuracy.

•

Ensure your register is suitable to the target audience.

•

Ensure your writing is matched to to the purpose specified.

•

Ensure your vocabulary is extensive and complex.

•

Use a variety of literary devices.

•

Use a variety of structural features.

•

Ensure your piece flows as intended.

•

Ensure that your sentences are formed coherently.

•

Use a wide range of punctuation to a high accuracy.

•

Use standard English.

•

Maintain a high level of accuracy in spelling, and grammar, throughout.

•

We don't know what mark is required for each grade.

•

Using the grade boundaries for the old specification, it is unlikely that a good pass, a grade 5 will surpass around 40% (50% for Language). It will likely be lower as most people find this specification significantly harder.

•

Similarly, an 8 is unlikely to exceed 70-75%.

•

Teachers who use "90% is an 8, 80% is a 7", are confusing raw marks with UMS marks. This doesn't mean their feedback should be disregarded, it simply means that the grades given are probably inaccurate, probably by 1 or 2 grades, in some cases.