96 s mark
English Language Paper 2 Time – 2 Hours (1h15 Reading, 45 mins Writing)
In the Reading section, you will read and answer questions on two nonfiction texts that share a common theme. In the Writing section, you will be required to write using a certain non-fiction form. Do you know how long you need to READING MARK SCHEME Checklist spend answering each quesIon?
AO1 Iden%fying ideas and informa%on. AO2 Explaining, commen%ng and analysing language and structure. AO3 Comparing writer’s ideas and perspec%ves. AO4 Evalua%ng texts cri%cally, using suppor%ng evidence. WRITING MARK SCHEME AO5 Communica%ng effec%vely by adap%ng tone, style and register. Using structural and gramma%cal features to support coherence. AO5 Using spelling, punctua%on and sentence structures accurately.
☐ Q1-2: Identifying and selecting information.
☐Q3: Analysing language, form and structure. ☐ Q4-5: Identifying and selecting information. ☐ Q6: Evaluating the writer’s message. ☐ Q7a: Synthesising similarities from two texts. ☐ Q7b: Comparing similarities and differences from two texts. ☐ Q8 or 9: Choice between two non-fiction writing tasks.
PracIce papers can be found on Fronter!
Evaluative Language The writer is successful in…. This is done successfully through… The most effective example of this… The writer’s message comes across in a convincing manner because… On the other hand, the writer’s use of…. This could be seen as ineffective…. The writer is less successful in….
Q1, 2, 4 & 5: identifying information rks 6 Ma
This question will ask you to identify evidence from the text. You need to read the question very carefully to identify what evidence is needed.
READING MARK SCHEME A maximum of two marks are awarded for each ques%on. These are for: -‐ Accurate quota%ons taken directly from the text. -‐ Accurate paraphrasing of evidence from the text. -‐ Appropriate amount of evidence provided (i.e. two pieces of evidence for a two mark ques%on)
Checklist
☐ Read and highlight the question – find out what kind of information you are being required to find. ☐Highlight a section/ sections of the text where you are likely to find the information. ☐ Use skimming reading skills to pick out key words and identify the correct information. ☐ Write a short, concise answer, including the information within a full sentence.
Have you highlighted enough evidence? Are you including the correct evidence?
IdenIfying – selecIng an appropriate and relevant piece of textual evidence
Q3: Analysis of language and structure 15 s mark
This question requires you to comment on the effects created by the writer’s choice of language, structure and form.
MARK SCHEME
Level 3 (7-‐9 marks): Analysis of how both language and structure are used to achieve effects and influence readers. Level 4 (10-‐12 marks): Explora%on of how both language and structure are used to achieve effects and influence readers. Selec%on of references is detailed, appropriate
Level 5 (13-‐15 marks): Analysis of how both language and structure are used to achieve effects and influence readers. Discrimina%ng (focused) choice of references
Have you chosen phrases/words/ structural techniques that will allow you to analyse in detail?
Checklist ☐ Highlight the text, picking out language and structural features. ☐Make brief annotations, picking out connotations/ effect of techniques. ☐ During writing, focus on exploring language features indepth, commenting on layers of meaning/connotation. ☐ Comment on the effect on the reader; how does the writer aim to influence us through language/structure?
Language features Metaphors/similes Imagery Descriptive language Hyperbole Dialogue Verb/adverb choice Structural features Paragraph sequencing Lengths of paragraphs Zooming in and out Creating links between paragraphs Contrasting descriptions or sentences Length of sentences Punctuation Repetition
Analysis – exploring the connotations and deeper meaning of a word, image or structural feature, to consider the effect it has on the reader.
Sentence starters The writer discusses/describes… The word…. suggests… The writer’s use of… implies... Alternatively, this could be seen as… On the other hand…. The reader feels that… Overall, the reader gains an impression of how…
Q6:Evaluation The question requires you to comment on how successful a writer is in communicating a certain 15 idea or message. You should AGREE with the fact that s they k r a are successful, and provide evidence to support this. m
READING MARK SCHEME
Level 3 (7-‐9 marks): Explana%on of ideas, events, themes or seLngs. Informed judgement is offered about the text. Level 4 (10-‐12 marks): Analysis of ideas, events, themes or seLngs. Well informed and developed cri%cal judgement is offered about the text. Level 5 (13-‐15 marks): Evalua%on of ideas, events, themes or seLngs. Sustained and detached cri%cal overview and judgement about the text.
Checklist
☐ Read the question carefully to ensure you understand what message/ idea it is you are commenting on. ☐Highlight any examples of language/structural features which communicate this message. ☐ Use evaluative language to comment on its success; how does the language/structural feature effect the reader? ☐ Make sure you choose a range of well-selected evidence from across the text in your answer.
Have you highlighted 15 points? Do you know which words need to be changed? EvaluaIon – commenIng on the effecIveness/ success of the writer in communicaIng an idea or message.
Evaluative Language The writer is successful in…. This is done successfully through… The most effective example of this… The writer’s message comes across in a convincing manner because… On the other hand, the writer’s use of…. This could be seen as ineffective…. The writer is less successful in….
Q7a:Synthesis 6 s mark
The question requires you to synthesise the similarities between two texts. You should aim to provide supporting evidence and find four similarities.
READING MARK SCHEME
Level 3 (1-‐2 marks): Limited understanding of similari%es. Limited synthesis and use of evidence Level 4 (3-‐4 marks): Sound understanding of similari%es. Clear synthesis and valid, if undeveloped, use of evidence Level 5 (13-‐15 marks): Detailed understanding of similari%es. Detailed synthesis and relevant use of evidence.
Checklist
☐ Read the question carefully to ensure you know what similarities you are looking for. ☐Highlight examples of similarities of ideas from both texts, choosing short, focused quotations. ☐ Write in a concise manner, including quotations to back up the similarities identified. ☐ Re-read your work and the 2 texts to ensure you have found 4 similarities.
Have you looked only for similarities? Have you taken direct quotations from the text? Synthesis – combining the similariIes found in two texts.
Evaluative Language Both text and text 2 discuss…. In addition…. Similarly…. Furthermore… Just as Text 1 talks about…. Text 2 focuses on… The writer discusses how…
Q7b:Comparison of two texts 14 s mark
The question requires you to compare the similarities and differences between two texts, focusing on how the writers employ language and structure to communicate ideas.
READING MARK SCHEME
Level 3 (6-‐8 marks): A range of comparisons are considered. ExplanaIon of writer’s ideas, including language, structure and theme. Level 4 (9-‐11 marks): A wide range of comparisons are considered. ExploraIon of writer’s ideas, including language, structure and theme. Level 5 (12-‐14 marks): A varied and comprehensive range of comparisons are considered. Analysis of writer’s ideas, including language, structure and theme.
Checklist
☐ Re-read both texts, picking out evidence that could be used to discuss similarities/differences. ☐Make a point about the first text, analysing and exploring the writer’s use of language/structure.
Have you looked only for similarities? Have you taken direct quotations from the text? Synthesis – combining the similariIes found in two texts.
Evaluative Language Both text and text 2 discuss…. In addition….
☐ Compare to the second text, looking for similarities OR differences in the techniques/methods used.
Similarly….
☐ Repeat to find as many similarities/differences as you can.
In contrast…
Ensure that both language/ structure as well as ideas are compared.
Furthermore…
On the other hand… The writers differ due to…
Transactional writing 40 s mark
The question requires you to write about a particular topic, usually linked to a common theme. You will need to adapt your writing to suit a non-fiction form.
MARK SCHEME (AO5)
Level 5 (20-‐24 marks): Organises material for par%cular effect, with effec%ve use of tone, style and register. Manages complex ideas, using structural and grammaIcal features used to enhance coherence and cohesion.
MARK SCHEME (AO6)
Level 5 (13-‐16 marks): Uses extensive vocabulary with rare spelling errors. Accurate use of punctuaIon and sentence structure to achieve par%cular effects.
Newspaper/Magazine article Your article can be subjective (biased) or objective (balanced); this must be consistent throughout. Review Consider both the positives and negatives of a topic, coming to a reasonable judgment based on the available evidence. Letter You must follow the conventions and lay-out of a letter, while also taking into account addressee – this will effect the tone, style and register of your writing. Diary/journal This form will focus more on the thoughts, feelings and emotions produced by an issue. Write using the 1st person and use the conventions of layout associated with diary writing. Leaflet/Report Use a formal, impartial tone throughout, presenting information in an accessible, easy-to-read manner. Use sub-headings to introduce paragraph topics.
Do you know what FORM you are being asked to write in, and the associated conventions? Checklist ☐ Highlight the question; make sure you know the following: 1. The TOPIC you are being asked to write about. 2. The FORM you are being asked to adopt. ☐Create a brief plan for your writing. Sketch out the main points and the order in which you will write about them. Use the bullet points in the question to guide you. ☐ Before beginning, re-cap the key features of the FORM you are being asked to use. ☐ Re-read your work carefully at the end, checking for errors in spelling, punctuation and grammar.