Y10 and Y11 Core KO (Knowledge Organisers) – Learning this

information will be so valuable for your exams!

1. Anthology (Literature Paper 1)

2. Fiction Reading (Language Paper 1)
3. Non-Fiction Writing (Language Paper 2)
4. An Inspector Calls OR Blood Brothers OR Lord of the
Flies (Literature Paper 2) YOU ONLY STUDY ONE
5. Unseen Poetry (Literature Paper 2)
6. Narrative Writing (Language Paper 1)
7. Romeo and Juliet (Literature Paper 1)
8. A Christmas Carol (Literature Paper 2)
9. Non-Fiction Reading (Language Paper 2)
 SKILLS The Romantics
ANTHOLOGY CORE KO Analysis Points: believed in the self and
Link to the question exploring intense
Terminology Definition emotional feelings.
Link to the terminology (Lang/Structure – evaluating choice)
Imagery visually descriptive language Short Quote(s) Also fascinated by
Explain meaning and effect – both obvious and hidden (explicit and beauty, nature and truth,
Simile comparison between two things using like or as and the way moments
implicit)
where one thing becomes another in a comparison Zoom in on words/explore connotations and effect can go beyond normal
Metaphor
Suggest what other readers might think/feel (offering an alternative human experience
Onomatopoeia words that sound like their meaning opinion)
• Byron
Symbolism the use of symbols to represent ideas or qualities Link to the writer’s intentions (step out from the close analysis to • Wordsworth
give an overview of meaning) • Shelley
Noun the name of something Explore a linking quote/supporting idea • Keats
• Blake
Personification giving human qualities to inanimate objects, COMPARISON SKILLS:
animals, or natural phenomena Link to the question for both texts stating the similarity or difference,
Inspired by
Give a quote which links to your idea from TEXT 1
Adjective a word used to describe The Romantics
Explain briefly what the quote means
Verb a word used to describe an action Use comparative connectives in your answer to then explain a quote • Barrett-Browning
from TEXT 2 and HOW the quotes are different or the same and what • Dickinson
Adverb often ly words which describes how things are they make you think
done
EXAM REQUIREMENTS
Connotations implied or suggested meanings of words or
phrases SINGLE POEM ESSAY – 20 mins (including planning time) LINKS BETWEEN THE POEMS
Intro – link to question. Explain the overall meaning of the poem briefly.
Juxtaposition placing contrasting ideas close together in a text Mention time period/context. Throughout the essay – Choose relevant WAR/CONFLICT
quotes and analyse the language, structure and effect of these quotes. Refer -Mametz Wood, Dulce et
Oxymoron using two terms together, that normally
to the question and link to the context regularly. Decorum Est, The Manhunt,
contradict each other
The Soldier, A Wife in
Repetition when words or phrases are used more than once COMPARISON POEM ESSAY – 40 mins (including planning time) London
in a piece of writing Intro – link to question. Explain the overall meaning of the poem briefly.
Mention time period/context. Throughout the essay– Start with the 2nd NATURE
Enjambment incomplete sentences at the end of lines in poem, choose relevant quotes from the poem and analyse the language, –Death of a Naturalist, To
poetry, where one line runs on to the next for structure and effect of these quotes and then how they link to examples and Autumn, Hawk Roosting,
effect analysis from poem 1. You must use connectives of comparison. Refer to the Excerpt from the Prelude
question and link to the context regularly.
Caesura a break in the middle of a line of poem using
LOVE
punctuation (. , : ; )
– Cozy Apologia, Valentine,
Comparison Connectives Tentative Phrases Afternoons, She Walks in
End-stopping punctuation at the end of a line of poetry
Similarly In contrast Could Maybe Beauty, Sonnet 43
Rhythm A recurring beat in the poem
/Contrastingly
PLACE
Stanzas the way verses are structured In the same way On the other Might Possibly - Living Space, London,
hand Ozymandias, Afternoons, As
Assonance repetition of vowel sounds.
imperceptibly as grief
Also However May Perhaps
Consonance Repetition of consonant sounds.
The Manhunt – by
Simon Armitage (2007)
A soldier with physical and emotional
pain. His wife supports him towards
recovery
Eddie Beddoes –peacekeeper in
Bosnia, shot, PTSD. Rebuilding
relationship with wife.
‘Frozen river which ran through
his face’
‘Handle and hold’
‘His grazed heart’
‘Foetus of metal beneath his
chest’
‘Unexploded mine buried deep
in his mind’
As imperceptibly as grief –
by Emily Dickinson (1890)
The poet is consumed by grief. This is
symbolised by the summer passing too
quickly, and the darker side of nature
approaching.
A recluse. Written about departure/death of
a friend who had been staying. 5 school
friends died of T.B.
Grew up in beautiful New England
countryside
Inspired by Romantics
‘As imperceptibly as grief’
‘A quietness distilled as twilight long
begun’
‘As guest that would be gone’
‘Without a wing or service of a keel’
‘Our summer made her light escape’
To Autumn – by John Keats
(1819)
The poet explores how Autumn is a beautiful
season, and metaphorically suggests the seasons
are linked to life and death.
Keats was dying of T.B. and had seen many of his
friends and family die.
One of the Romantics – believer in beauty and
truth. Realised accepting our own mortality
doesn’t mean we can’t see the beauty in things.
‘Season of mists and mellow fruitfulness’
‘Swell the gourd’
‘Sitting careless on a granary floor, thy
hair soft lifted by the winnowing wind’
‘Where are the songs of Spring?’
‘Thou hast thy beauty too’
Sonnet 43 – by Elizabeth
Barrett-Browning (1850)
A woman expressing her intense love in many
ways.
Influenced by Romantic Poets.
Wrote 44 sonnets to husband before marriage.
Religious upbringing that her love transcends.
‘How do I love thee? Let me count the
ways’
‘…to the depth, breadth and height my
soul can reach‘
‘…with my childhood’s faith’
‘with the breath, smiles, tears of my life’
‘…better after death’
Cozy Apologia – by Rita
Dove (1999)
A contented romantic relationship, set
against the backdrop of a hurricane
Poet married to Fred Viebahn –a tribute to
him.
Set against imminent arrival of Hurricane
which led to evacuation of 2.6 million people
‘’I could choose any hero, any cause,
any age, and sure as shooting arrows
to the heart…there you’ll be’
‘One eye smiling, the other firm upon
the enemy’
‘Oddly male: Big Bad Floyd’
‘When has the ordinary ever been
news?’
‘To keep me from melancholy, I fill
this stolen time with you’
Afternoons – by Philip
Larkin (1959)
The poet reflects on marital relationships,
beauty and growing older.
Poet never married /had family. Was
cynical towards family life, saying it ‘diluted
you as a person’
Terrified by the passing of time and how
life races away.
‘Summer is fading’
‘Setting free their children’
‘The albums lettered Our Wedding
/lying’
‘Their beauty has thickened’
‘Something is pushing them to the
side of their own lives’
London – by William Blake
(1794)
Criticising widespread suffering of the poor in
London
Terrible age of poverty, and child labour/prostitution.
Government and Church are blamed.
Blake lived in London in Georgian Era – saw it all.
‘Mark in every face I meet/Marks of
weakness, marks of woe’
‘In every…’
‘Every black’ning church appals’
‘Soldier’s sigh /runs in blood down palace
walls’
‘The youthful harlot’s curse’
‘The marriage hearse’
Valentine –by Carol Ann Duffy
(1993)
A realistic interpretation of love using the extended
metaphor of an onion
Feminist,Lesbian –seeking to challenge traditional
views of love in society.
Dad was Labour party candidate. Criticising
Thatcherite materialistic society and the fake, cliched
Valentine’s day institution
‘Not a red rose or a satin heart. I give you an
onion’
‘It will blind you with tears’
‘Its fierce kiss will stay on your lips –
possessive and faithful’
‘Its platinum loops shrink to a wedding ring’
‘Its scent will cling to your fingers, cling to
your knife’
Dulce et Decorum est –by Wilfred
Owen (1917)
Considers the horror and lies told about the glory of
war and dying for one’s country, with an account of a
gas attack.
Latin – ‘It is sweet and fitting to die for one’s country’
–Propaganda message of the time.
Owen experienced WW1 first hand, and believed this
to be a lie.
Use of mustard gas was a chemical first used by
German army in 1917 –led to agonising death.
‘Like old beggars under sacks, coughing like
hags’
‘Gas! Gas, quick boys!’
‘He plunges at me, guttering, choking,
drowning’
‘His hanging face, like a devil’s sick of sin’
‘My friend, you would not tell with such high
zest’
The Soldier – by Rupert Brooke She walks in Beauty Living Space – by
(1914) By Lord Byron(1813) Imtiaz Dharker (1989)
An idealistic representation of fighting and dying for one’s The poet is captivated by female beauty –both external Poem concerned and awe-struck by dangerous
country, written before the true horrors became apparent. and internal, and explores his feelings living conditions of Mumbai slums where there is
no space, or clean water.
Written before the war started. Written about Byron’s cousin’s wife who wore a black Poet is a film maker, dividing time between London
Propaganda – originally entitled ‘The recruit’ dress at a funeral. and India, and wanting to raise awareness of social
2 million men ended up dying in WW1 One of the Romantics – believed in passion/beauty issues like terrible conditions within Mumbai slums.
Wild, many affairs, womaniser.
‘There’s some corner of a foreign field that is ‘She walks in beauty like the night of cloudless ‘There are just not enough straight lines.
forever England’ climes and starry skies’ That/is the problem’
‘A dust whom England bore, shaped, made ‘All that’s best of dark and bright meet in her ‘Nails clutch at open seams’
aware’ eyes’ ‘The whole structure leans dangerously /
‘All evil shed away’ ‘One shade the more, one ray the less had half towards the miraculous’
‘Gives somewhere back the thoughts by England impaired’ ‘The dark edge of a slanted universe’
given’ ‘So soft, so calm, yet eloquent’ ‘The bright, thin walls of faith’
‘At peace under and English heaven’ ‘A heart whose love is innocent’
A Wife in London – by Death of a Naturalist – by Hawk Roosting – by Ted Hughes (1960)
Thomas Hardy (1899) Seamus Heaney ( 1966)
A wife waits alone in the gloomy London fog, Describes the joy of discovering nature in childhood, Hawk’s viewpoint is used to show its dominance in nature. It is
She receives news of her husband’s death, by then later finding it different and frightening. in awe of its creation, kills brutally and indiscriminately. It has
telegram, then the next day ironically always been this way in nature, and the Hawk doesn’t want it
recieves a love letter from him. to change.
About the Boer War, and a soldier’s death. Reflects poet’s interest in nature. Reflects loss of The poet was fascinated by animals – a farmer for a short while.
Communication channels bad in 19th century. childhood innocence. Also he studied Anthropology –the behaviour of humans
Poet separated from wife. Wife died. He still Age 12 – his brother died. trhoughout history.
loved her though and read her letters after References fear of his maturing sexuality, as he Hawk was a Nazi symbol.
her death – links to vocie from beyond the started a Catholic boarding school, where sinful deeds Poet using hawk as a metaphor for the way leaders like Hitler
grave idea. were punished, and attitudes to sex were very strict abuse power.
‘She sits in the tawny vapour’ ‘Gargled delicately’ ‘Rehearse perfect kills and eat.’
‘A messenger’s knock cracks smartly’ ‘The thick warm slobber of frogspawn grew ‘Earth’s face upward for my inspection’
‘Flashed news’ like clotted water’ ‘I hold creation in my foot’
‘Shaped so shortly – He –has fallen-in ‘Miss Walls would tell us how the daddy frog ‘My manners are tearing off heads’
the far Soth Land.’ was called a bullfrog’ ‘No arguments assert my right’
‘His hand, whom the worm now ‘A coarse croaking I had not heard before’ ‘Nothing has changed since I began. My eye has
knows’ ‘The great slime kings were gathered there permitted no change.’
‘Penned in highest feather – page full for vengeance’
of his hoped return’
Ozymandias – by Percy Shelley (1818) Mametz Wood – by Owen Excerpt from the Prelude –
Sheers by William Wordsworth
(2005) (1798)
Considers the faded power of a ruler who had a statue erected Explores the waste of life within a Welsh Poet explores awe of nature and his
for him, that now lies in ruins in the desert. regiment sent to fight and die at Mametz Wood childhood, ice-skating with friends on the
and never given credit. As the farmers find their frozen lakes.
bodies, their voices are heard again, and we
remember them.
Poet inspired to write poem when British Museum got hold of a Part of Battle of the Somme – bloodiest battle of Poet grew up in the poem’s setting of the
large fragment of the Egyptian Pharoah Ramesses II. WW1. beautiful Lake District.
Shelley’s wife, Mary Shelley – fasinated by Science of the time – Mametz Wood – much bigger undertaking than One of the Romantics – believed in beauty
obsessed with living on after death. Generals thought – 600 died, 4000 injured. and nature, and moments that transcend
Hated Royalty, and written as warning to arrogant rulers. Nature Bravery not acknowledged at the time. reality.
would always be more powerful. Welsh poet fascinated by history/identity of the Mother died at 8, Father died at 13. Poem
Welsh. depicts happier time before these events.
‘Two vast and trunkless legs of stone’ ‘’For years afterwards, the farmers ‘The twilight blaz’d’
‘The sneer of cold command tell that its sculptor well found them –the wasted young’ ‘I heeded not the summons –happy
those passions read’ ‘The broken bird’s egg of a skull’ time’
‘The hand that mocked them, and the heart that fed’ ‘Twenty men buried in one long grave’ ‘I wheel’d about, proud and exulting,
‘My name is Ozymandias, king of kings, Look on my ‘Their skeletons paused mid dance like an untired horse’
works, ye Mighty and despair!’ macabre’ ‘An alien sound of melancholy’
‘The lone and level sands stretch far away’ ‘absent tongues’ ‘The orange sky of evening died
away’
 Y10 FICTION READING C1 CORE KO SKILLS

For A1:
Short to the point selection of information in a bullet point list
Vocabulary for Definition
question types
For A2, A3 & A4:
Impressions an idea or opinion of what something or What you should/could cover in developed concise analysis:
someone is like? • Link to the question
• Link to the terminology (Lang/Structure – evaluating choice)
Argument a reason or set of reasons given in • Short Quote(s)
support of an idea • Explain meaning and effect – both obvious and hidden (explicit and implicit)
Writer/Author The person who wrote the extract
List To create a separated series of points For A5:
Link to the question
Tension state of mental or emotional strain or Give a quote which links to your idea
suspense in the story Explain briefly what the quote means
Drama an event or situation, Explain your opinion in relation to the question
especially an unexpected one, in which
there is worry or excitement and usually Exam Question Requirements
a lot of action:
A1 One question with five points
 Selecting evidence or own words, Bullet point list, No analysis
Question Example of question type A2 One Language Analysis question
A1 List five things you learn…  Link to question, Link to Terminology – language, Quotation – 4 – 5,
A2 How does the author present…
Explore hidden & obvious meaning & Effect, Link to writer’s intentions
A3 One Language Analysis question
OR,
How does the writer show…  Link to question, Link to Terminology – language , Quotation – 7 – 8,
A3 What impressions do you get… Explore hidden & obvious meaning & Effect, Link to writer’s intentions
Or, A4 One Language/Structure Analysis question
How does the writer show the reader….  Link to question, Link to Terminology – language and
A4 How is tension and drama created… structure/tension/drama, Quotations – 7 – 8, Explore hidden & obvious
OR, meaning & Effect, Link to writers’ intentions
What impressions do you get of… A5 One persuasive evaluation question
A5 “Statement” How far do you agree with this  Link to question, Give own opinion, Quotations – 7 – 8, Evaluate the
OR. writers’ viewpoint and own response to this
Evaluate the way…
 How can I use Use the range of emotions/alternative words to analyse the way
Word Class Definition
emotion words characters are presented, how they feel and what the writer has
Terminology
for analysis? intended in your analysis.
Noun the name of something (Proper Noun: people, places,
dates & months must have a capital letter at the Emotions Synonyms to describe this feeling or emotion
start)
Anger Irritated, Annoyed, Rage, Hostility, Agitation, Aggravated, Contempt
Verb A word used to describe an action
Fear Horror, Rage, Mortification, inferiority, Hysterical, Panic, Insecurity
Adverb often ly words which describes how things are done

Adjective a word used to describe Love Tenderness, Desire, Longing, Affection, Caring, Passion, Compassion

Connotations implied or suggested meanings of words or phrases Joy Elated, Enthusiastic, Eager, Hopeful, Enchanted, Rapturous, Delighted

Language & Definition Surprise Confusion, Overcome, Stimulated, Astounded, Speechless, Awe-struck,
Structure Dismayed
Terminology Sadness Disappointed, Suffering, Despair, Dismayed, Hurt, Regretful, Isolated
Simile comparison between two things using like or as
Tension Tense, fraught, dramatic, nerve-wracking, anxiety, stress, strain,
Metaphor where one thing becomes another in a straining, stretching, apprehension, pressure, worry
comparison
Personification giving human qualities to inanimate objects, Analysis Definition
animals, nature Terminology
Juxtaposition placing contrasting ideas close together in a text
Explicit obvious or easy to select as the meaning
Symbolism the use of symbols to represent ideas or inferred - it is suggested, but not actually said, the reader reads between the lines
Implicit
qualities
Tone the way a piece of text sounds e.g. sarcastic etc. Effect cause (something) to happen; bring about:
The mood or atmosphere in the writing. Tentative Style Explaining the meaning using words that express modality (could/may/might)
Hyperbole use of exaggerated terms for emphasis
Impression an idea, feeling, or opinion about something or someone
Pathetic Fallacy ascribing human conduct and feelings to nature,
Evaluate To consider an idea carefully offering opinions on the idea
usually the weather
Emotive language which creates an emotion in the Evidence To use a quotation from a text (short and snappy is best)
Language reader Other words for Suggest, implies, creates, infers, conveys demonstrates, explores, represents,
Dialogue Speech shows indicates

Description Showing the reader by describing what is happening Other words for Accentuates, highlights, reinforces, strengthens, supports
emphasises
Foreshadowing a hint or suggestion of what might happen later Triplets or Triplets: repetition of three ideas, words or phrases close together/offering more
in the story alternative reading than one piece of analysis
Withholding holding back information from the reader to
Concise Straight to the point and avoiding waffle or empty phrases
Information create a range of emotions
 NON-FICTION WRITING CORE KO Exam Question Requirements

2 Tasks – 30 minutes each –Plan(2 mins/Write and Edit -28

Terminology Definition mins)
PAFT Purpose, audience, form and tone Writing for 2 different purpose, audience and formats with clear
Purpose What a text trying to do. Is it informative, advisory or communication and technical accuracy.
persuasive • Write a report about…..for….
• Write a letter to…..about…
Audience Who a text is aimed at SPAG & vocabulary must be accurate and effective.
Format The type of text (eg: letter, speech, report etc) Punctuation Rules to Apply
Capital Letters: For Proper Nouns – Name of place/person & at
Tone The way a piece of text sounds e.g. sarcastic etc. The the start of a sentence
mood or atmosphere in the writing. Full Stops: end of a sentence that is not a question or statement
Comma: separates lists/phrases/words & when using sentence
Hyperbole Use of exaggerated terms for emphasis. adverbs (‘however’, ‘moreover’ etc.) from the rest of the
sentence, & to indicate a sub-clause in a sentence
Anecdote A short story often from one’s own experience Colon: to introduce a list.
Parenthesise: To include additional information.
Directives Using you, we or us.
How to develop ANY non-fiction paragraph:
Asides Offering a quick humorous comment to the reader,
Start in an interesting way –Use ‘Imagine…’ perhaps.
often in brackets
Ask yourself why your idea is important.
Facts/Statistics Facts and figures Give a specific example of how it might work.
Consider what effect it will have or why it might be different to
Passive voice When the subject of the sentence has an action the norm.
done to it but something or someone else. E.g. the Finish up with a persuasive technique.
dog was being washed by the girl.
Modal Verb A word that provides an option -Should, Could, SKILLS
Might SPAG – Applying spelling, punctuation and grammar effectively.
Minimum expectations: capital letters, full stops, commas &
Rhetorical Question Asking a question as a way of asserting something.
apostrophes. Challenge: colons, semi-colons, parenthesis,
Asking a question, which already has the answer exclamation marks, hyphens.
hidden in it. Sentence structures – applying a variety for effect – simple,
compound and complex. Using time and sequencing
Anecdote A short story, often from one’s own experience
connectives.
Guilt trip Making the reader feel guilty about something Paragraphing – TIPTOP rules & being able to apply these
effectively.
Repetition Where words or phrases are used more than once in Persuasion – Using a range of techniques effectively and
a piece of writing suitably (FATHORSE/HADAFOREST)
 ADVICE PERSUADE REVIEW REPORT
2nd person –‘You’ 1st person –‘I’ 1st person –‘I’ 3rd person
 Modal phrases –  Rhetorical Questions  Strengths&  For each of the 3
should/could/perhaps  Facts / Statistics Weaknesses sections, provide a
 Rhetorical questions to  Imagery  Humour problem, and
strengthen advice  Short Sentence  Descriptive techniques recommended solution
 Keep it simple,  Flattery –adjectives, similes  Formal style
uncomplicated  Guilt trip  Directives / Asides  Factual
 2nd person – ‘You’ NOT 1st  Anecdote  Exaggeration /  Combines informative
person ‘I’  Directives Hyperbole and advice writing
 Informal, friendly tone  Repetition  Informal friendly tone  Passive voice
 Reassuring  Exaggeration/Hyperbole
 Give choices/alternatives  Emotive Language

Structure / Format Reminders

FOR ANY TASK: Aim for a brief introduction,
3 detailed points/paragraphs,
a brief conclusion
Article Speech Letter Report
 Title  Introduce who you  Your address, date,  Title
are/speech topic Dear Sir/Madam/Mr  Sub-headings
 Grab audience’s Smith
attention to begin  End with -Yours
 End with a powerful faithfully/sincerely
final message
 SKILLS Event Guide:
An Inspector Calls CORE KO Act 1
Analysis Points: The Birling family are celebrating the engagement of Sheila
Vocabulary Definition Link to the question Birling to Gerald Croft – a marriage that will result in the
merging of the two families’ successful businesses.
Link to the terminology (Lang/Structure – evaluating However, they receive a surprise visit from Inspector Goole
Poverty Lacking in money linked to deprivation in social conditions, housing
and education choice) who is investigating the suicide of a young girl.
After seeing a photograph of the girl, Birling admits she
Short Quote(s) -or Moment used to be one of his employees but he sacked her for
Wealth The abundance of money or possessions
Explain meaning and effect – both obvious and hidden being the ring-leader of a strike asking for higher wages. He
Socialism In a socialist system the goal is people, not profit . The State or denies any responsibility for her death though.
community regulates industry so it’s fair for all, not private companies. (explicit and implicit)
Capitalism An economic system where a country’s industry is controlled by
Zoom in on words/explore connotations and effect We next learn that Sheila got Eva fired from her next job at
Milwards, a department store. This was because Eva had
private owners for profit, rather than by the state. Suggest what other readers might think/feel (offering an apparently been smiling (smirking?) at another shop

Social An ethical framework that suggests, an organisation or individual has

alternative opinion) assistant, and Sheila used her family’s position and
influence to demand Eva be fired. Sheila is devastated by
responsibility an obligation to act for the benefit of society as a whole. Link to the writer’s intentions (step out from the close this news and blames herself. The Inspector then
analysis to give an overview of meaning) announces Eva changed her name to Daisy Renton, and the
Welfare State A system where the state sets out to protect the health and well being audience recognise from Gerald’s reaction that he also
of its citizens, especiallly those in financial or social need, by means of Explore a linking quote/supporting idea knows of this girl.
grants, pensions, and other benefits. e.g. the NHS.
ACT 2
Crime Thriller The thriller genre is characterised by giving the audience heightened KEY THEMES Sheila and Gerald have tense words, and Gerald admits to
feelings of suspense, anticipation and excitement. Crime Thrillers will the Inspector that he had met Daisy at the Palace Bar, and
focus on detectives trying to track down criminals and crimes. It may had ‘rescued’ her from the attention of Alderman
also focus on the law/justice.
Social Responsibility, Women, Young & Old, Time/Change, Meggarty, a councilor. Gerald let Daisy stay in his flat and
Social Class she became his mistress. He ended the affair though when
Class System The concept that there is more than one social class of people: he had to go away on business, giving her some money to
working class, middle class and upper class and the rules which govern see her through for a few more months.
people’s lives in different classes lead to societal unfairness
EXAM REQUIREMENTS Gerald is quite sad about the events and says they were
fond of one another.
Hierarchy Ranking of members of society due to status or authority, particularly ESSAY QUESTION– 45 mins (including planning time)
defined at the start of the 20th Century when the play is set. This class Mrs Birling is shocked by this scandal, but then it is her
turn. The Inspector shows the photo of the girl to Mrs
hierarchy faded after 2 World Wars.
Brief introduction – Mention where extract is from in the novel / Birling who admits she had seen the girl (then pregnant)
when she had come to ask for financial assistance from the
Interrogation An intense form of probing questioning Offer an overall link to the question covering the novel as a Brumley Women’s Charity Organisation. Mrs Birling turned
whole. her request down because the girl had the nerve to call
Condescension A patronising, condescending attitude towards others herself Mrs Birling (which Mrs Birling doesn’t understand at
Extract Focus – 1 paragraph – Link to Question. Aim for up to 6
this point)
Morality Principles that focus on knowing the difference between right and quotes covered Mrs Birling says the father should contribute to help the
wrong, between good and bad behaviour. Whole Novel Focus -2 paragraphs – Link to how question can be girl, not the organization and is proud of her decision. Right
as Mrs Birling is demanding this, Sheila realizes that Eric is
Authoritative Able to be trusted, confident, likely to be respected answered in other key moments/quotes throughout the novel involved in the proceedings, and is the father.
Brief Conclusion – Link back to the question ACT 3
Terminology Definition Eric tells his story. He met Daisy at the same Theatre Bar as
Place the extract chronologically in your essay where it appears Gerald, got her drunk, then almost turned violent when she
Rhetoric The art of effective persuasive speaking often using techniques didn’t want to let him in to the lodgings. She gave in, and
in the text they had sex. Two weeks later when they met, she told Eric
Empathetic Showing an ability to understand and share feelings of another person she was pregnant. She did not want to marry him because
she knew Eric did not love her, but she did accept gifts of
Withholding
Typical Questions
holding back information from the reader to create a range of money to help her situation until she realized that Eric had
Information emotions Write about the Theme/Character of _______ and how it/they stolen the money -50 pounds from Mr Birling’s office. Mr
is/are presented at different points in the play. and Mrs Birling are furious about this.
Dramatic Irony where the audience are more aware of the action happening In your response you should: The Inspector leaves after giving a strong message about
than the characters refer to the extract and the play as a whole; our collective social responsibility. Gerald then realizes they
may have been conned, as there is no Inspector Goole on
Foreshadowing a hint or suggestion of what might happen later in the story show your understanding of theme and events in the play. the force. Birling is delighted, assuming they are all off the
[35+5] hook, but Sheila and Eric maintain nothing has changed
Climax The most intense or exciting point of something 5 of this question’s marks are allocated for accuracy in spelling, with regard to their crimes, even if it is not the same girl.
Finally, the telephone rings, and we learn an Inspector is on
Lighting The arrangement or effect of lights
punctuation and the use of his way to ask questions about the suicide of a young girl.
vocabulary and sentence structures.
Motif a recurring set of words/phrases or imagery for effect This question assesses AO1, AO2 and AO4 (5 additional marks).

The Inspector
“After all it’s better to ask for
the earth than to take it”
“A young woman drank some
disinfectant and died, after
several hours of agony…She
lies with a burnt out inside
on a slab.”
“And you think young
women ought to be
protected against unpleasant
and disturbing things?”
“We have to share
something. If there’s nothing
else, we’ll have to share our
guilt”
“Your daughter isn’t living on
the moon. She’s here in
Brumley too.”
“She needed not only money
but advice, sympathy,
friendliness…and you
slammed the door in her
face.”
“And my trouble is I haven’t
much time. You’ll be able to
divide up the responsibility
between you when I’ve
gone.”
“There are millions of Eva
Smiths and John Smiths still
left with us…We don’t live
alone. We are members of
one body. We are
responsible for one another.”
“The time will come when if
men will not learn that
lesson, they will be taught it
in fire and blood and
anguish.”
Mr Birling
“I’m talking as a hard-
headed, practical man of
business.”
“I say there isn’t a chance of
war…the Titanic –unsinkable,
absolutely unsinkable.
“One of the happiest nights
of my life”
“There’s a fair chance I might
find my way into the next
Honours List”
“A man has to make his own
way – has to look after
himself – and his family too.”
“If we were all responsible
for everything that happened
to everybody we’d had
anything to do with, it would
be very awkward, wouldn’t
it?”
“If you don’t come down
sharply on some of these
people, they’d soon be
asking for the earth”
“Look Inspector, I’d give
thousands, thousands…”
“There’ll be a public scandal
–and who here will suffer
from that more than I will?”
“Probably a socialist or some
sort of crank . He talked like
one”
“I’ll admit he gave me a bit of
a scare.”
Mrs Birling
“Girls of that class-”
“So far you seem to be
conducting the inquiry in a
rather peculiar and offensive
manner.”
“Sheila, don’t talk nonsense”
“I don’t think we want any
further details of this
disgusting affair.”
“She called herself Mrs
Birling –a piece of gross
impertinence”
“Unlike the other three, I did
nothing I’m ashamed of.”
“As if a girl of that sort would
ever refuse money”
“You’re behaving like a
hysterical child.”
“The rude way he spoke to
Mr Birling and me. It was
quite extraordinary.”
Sheila Birling
“These girls aren’t cheap
labour –they’re people.”
“Shut up Eric. It’s the only
time I’ve ever done anything
like that, and I’ll never, never
do it again to anybody.”
“Were you seeing her last
spring and summer when you
hardly came near me and
said you were so busy?”
“I can’t believe –I won’t
believe it’s simply my fault
that in the end she
committed suicide. That
would be too horrible.”
“Mother –You mustn’t try
and build up a kind of wall
between us and that girl.”
“No –he’s giving us the rope
so that we’ll hang ourselves.”
“I want to understand…I
wouldn’t miss it for worlds”
“I’m not a child, don’t forget.
I’ve a right to know.”
“That’s probably the best
thing you’ve said tonight. At
least it’s honest.”
“Gerald, I think you’d better
take this with you. (She
hands him the ring)”
“You and I aren’t the same
people who sat down to
dinner here.”
“The point is, you don’t seem
to have learnt anything…It’s
you two who are being
childish –trying not to face
the facts.”
Eric Birling Gerald Croft Eva Smith
/Daisy
“He’s been steadily drinking “Hear, hear, and I think my
too much for the last two father would agree to that”. Renton
years.”
“I know we’d have done the
“I wasn’t in love with her or same thing”
anything –but I liked her –
she was pretty and a good “We’re respectable citizens, “She’d had a lot to
sport,” not criminals” say – far too much
– so she had to
“Just used her for the end of “It’s bound to be unpleasant go.”
a stupid drunken evening, as and disturbing”
if she was an animal, a thing, “With no work, no
not a person.” “I’ve suddenly realised – money, no
taken it in properly –that relatives, lonely,
“She didn’t want me to she’s dead” half starved, she
marry her. Said I didn’t love was feeling
her – and all that. In a way “I became the most desperate”
she treated me as if I were a important person in her life
kid.” you understand?” “She enjoyed being
among pretty
“I insisted on giving her “I didn’t feel about her as she clothes…a fresh
money to keep her going” felt about me” start”
“Because you’re not the kind “There isn’t any such
of father a chap could go to inspector. We’ve been had!” “She felt there’d
when he’s in trouble – that’s never be anything
why.” as good again for
“Don’t you see? There’s no her –so she had to
“Then – you killed her. She proof it was really the same make it last
came to you to protect me – girl” longer.”
and you turned her away.”
“Everything’s all right now, “She’d come to
“You don’t understand Sheila, what about this ring?” you for assistance
anything. You never did.” because she didn’t
want to take
“You’re beginning to pretend stolen money.”
now that nothing’s really
happened at all. I can’t see it
like that. The girl’s still dead,
isn’t she?”
“I don’t give a damn now
whether I stay here or not.

“If it didn’t end tragically,

then that’s lucky for us. But it
might have done.”
 Blood Brothers CORE KO SKILLS Event Guide:
Analysis Points: Act 1
Vocabulary Definition • The narrator introduces the plot in a
Link to the question
Greek Chorus (we realise the play is a
Poverty Lacking in money linked to deprivation in social conditions, housing Link to the terminology (Lang/Structure – evaluating tragedy)
and education
choice) • Meet two very different women, Mr J v
Wealth The abundance of money or possessions Short Quote(s) -or Moment poor agrees to give away one of her
Liverpudlian A person who comes from Liverpool (often with a distinct accent) Explain meaning and effect – both obvious and hidden twins to Mrs L who is rich.
(explicit and implicit) • Meet the twins ages 7: they are very
Deceit Concealing or misrepresenting the truth different in many ways (nurture) but
Zoom in on words/explore connotations and effect
Suggest what other readers might think/feel (offering an do have quite similar natures. They’re
Death Ending of life
alternative opinion) treated differently by the
Maternal Caring as a mother police/school.
Link to the writer’s intentions (step out from the close • Mrs L is paranoid her son will discover
Innocence The state of being pure and lacking in corrupt behaviour analysis to give an overview of meaning) his adoption so moves the family to
Explore a linking quote/supporting idea the country to get away from Mickey
Superstition Irrational belief in widely held supernatural instances
and Mrs J. Years later, the council
Class System The concept that there is more than one social class of people:
working class, middle class and upper class and the rules which
KEY THEMES rehouses the Johnstone family in the
country.
govern the lives of people in can lead to societal unfairness
Wealth, Poverty, Class, Superstition, Childhood, Death,
Hierarchy Ranking of members of society due to status or authority ACT 2
• The boys meet again aged 14 and their
Disillusioned Disappointment in someone or something that appears to be
less good than initially thought
EXAM REQUIREMENTS friendship continues. The boys, again,
display similar natures. They have very
Condescension A patronising, condescending attitude towards others ESSAY QUESTION– 45 mins (including planning time) different qualities if education. Mickey
is in love with Linda.
Snobbery The character or quality of being a snob Brief introduction – Mention where extract is from in the novel / • Mrs L becomes increasingly mad at the
Underprivileged Not having access to the same standard of living as other Offer an overall link to the question covering the novel as a thought of Edward finding out and tries
people in society whole. to kills Mrs J.
Extract Focus – 1 paragraph – Link to Question. Aim for up to 6 • Aged 18, Edward goes to university and
Terminology Definition quotes covered Mickey to a full-time job which he
Whole Novel Focus -2 paragraphs – Link to how question can be hates. The gap is widening between
Omniscient Narrator All knowing narrative voice
answered in other key moments/quotes throughout the novel them.
Dialogue Speech Brief Conclusion – Link back to the question • Linda is pregnant so she & Mickey
Accent A distinctive way of pronouncing words
marry. Mickey loses his job, helps
Place the extract chronologically in your essay where it appears Sammy rob a garage & is sent to
Dramatic Irony where the audience are more aware of the action in the text prison. Nothing is the same for him
happening than the characters and Linda again.
Typical Questions • Mickey is released from prison but is
Foreshadowing a hint or suggestion of what might happen later in the
Write about the theme of _______ and how it is presented at addicted to anti-depressants.
story
different points in the play/text Desperate, Linda asks Edward for help.
Pathetic Fallacy ascribing human conduct and feelings to nature, usually In your response you should: He gets them a house & Mickey a job,
the weather refer to the extract and the play as a whole; but starts a brief affair with Linda.
show your understanding of theme and events in the play. • Mrs L tells Mickey about the affair, he
Metaphor Where one thing becomes another in a comparison
[35+5] confronts Edward with a gun in the
Musical The form of the play: music plays an important part in 5 of this question’s marks are allocated for accuracy in spelling, council chamber. Mrs J reveals that
revealing the action/events punctuation and the use of they are twins. Mickey shoots Eddie
Using symbols in literature to represent ideas or qualities vocabulary and sentence structures. and the police kills Mickey.
Symbolism
This question assesses AO1, AO2 and AO4 (5 additional marks).
 THE NARRATOR EDWARD/MICKEY MRS LYONS
MRS JOHNSTONE
• “I’m up to here with • “mam” / “mummy” “pissed • “give one to me” imperative –
• “He told me I was sexier
than Marilyn Monroe”.
hard luck stories” – off” / “you say smashing • “How can you possibly avoid
Milkman/narrator things” “
• “By the time I was some of them being put into
• “the devil’s got your • “we’re blood brothers”
twenty-five, I looked care?” “You’ll be locked up”
number” – narrator Mickey and Edward
like forty-two” • “if you cross your fingers and • “It’s just… just this place”
• did you never hear
• “during the dance, she if you count from one to ten” • “has a lethal-looking kitchen
how the Johnstones
acquires a brush, • “Peter Pan” knife in her hand” Stage
died”
dusters and a mop” • “take a flying fuck at a rolling
• “the mother, so cruel, directions
stage directions donut” / “it’s borin’”
there’s a stone in place MINOR CHARACTERS
• “never put new shoes • “a game of piggy-in-the-
of her heart” – “a debt LINDA
on a table” middle”
is a debt, and must be
• “silver trays to take • “workin’ overtime” / “I go “if you count from one to ten”
paid”
meals on” / “a bike with away to university “I wanna kiss y’, an’ put me arms
• “There’s a mad man” –
both wheels on” – Mrs J tomorrow” around y’”
narrator
& Mrs • “How come you got
• “Do we blame “Who’d tell the girl in the middle of
• “Mrs Lyons shows the everything… an’ I got
superstition for what the pair/The price she’ll pay just for
Bible to Mrs Johnstone” nothin’?”
came to pass? Or could being there.”
• “don’t you ever come • “I could have been him!” –
it be what we, the
round here again” / “I’m Mickey Mr Lyons
English, have come to
very sorry, but it’s • “walkin’ round in circles” – “it’s a sign of the times, Miss Jones”
know as class?”
Edward’s bedtime” – Mickey Police
• “Did you ever hear the
Mrs J and Mrs L • “I grew up. An’ you didn’t, “he was about to commit a serious
story of the Johnstone
• “She removes a locket because you didn’t need to”
twins, as like each crime” / “it was more of a prank,
from around her neck” – Mickey to Edward
other as two new pins” really”
• “bright new day, we’re • “chronically depressed” –
• “the music pulsates Sammy
goin’ away” Mickey
and builds” stage
• “I curse you! Witch!” – • “You sorted it out. You and “Sammy burnt the school down”
directions
Mrs L to Mrs J Councillor Eddie Lyons” Schoolteacher
• Edward is “on a platform” “This is a boys’ school, Lyons”
stage directions
Vocabulary Definition EVENT GUIDE
Lord of the Flies CORE KO 1. Ralph and Piggy meet, find the conch , meet the others and have a meeting.
Democracy/ fairness, equality SKILLS Ralph is voted as leader against Jack, the choir leader. They explore the
Egalitarian island and catch a pig, but it gets away
Analysis Points: 2. They call an assembly, the liluns are scared of a ‘beast’, they use Piggy’s
Elitist superiority/exclusive glasses to light a fire that gets out of control, a liluns disappears. Piggy and
Link to the question
Existential considering the existence of jack argue.
Link to the terminology (Lang/Structure –
philosophy: individuals/freedom of choice 3. Jack is obsessed wit hunting pigs, Ralph and Simon work on the huts while
evaluating choice) everyone else plays, Jack and Ralph argue, Simon helps the liluns get food.
Symbiotic cooperative/mutually beneficial Short Quote(s) -or Moment 4. Roger and Maurice bully the liluns, They are still, however, held back by
relationship: Explain meaning and effect – both obvious and rules they learned in civilization. Jack paints his face for hunting. His mask
hidden (explicit and implicit) liberates him from the rules of civilization. He leads the boys on a hunting
Sadistic brutality, hostility, cruelty
Zoom in on words/explore connotations and expedition. As Jack and the hunters are out, a ship passes by. Ralph realizes
tendencies:
the hunters have let the fire go out. He races to the top, but is unable to
effect light it in time. Jack and the hunters return with a pig. Ralph and Jack argue.
Subversion of the Changing paradise to a sinister and
Garden of Eden dangerous place Suggest what other readers might think/feel Jack punches Piggy in the gut. One of Piggy's lenses from his glasses breaks.
(offering an alternative opinion) The boys cook the pig and have a feast. Ralph announces a meeting.
Psychological being terrified, psychologically Link to the writer’s intentions (step out from the 5. The boys argue about the beast again. Jack storms away from the meeting
terrorism with his hunters, who make horrific sounds in the darkness. Piggy begs
close analysis to give an overview of meaning)
Ralph to call them back with the conch. He longs for grown ups to make
Gaslighting manipulating one into doubting their Explore a linking quote/supporting idea things right.
own sanity/perception 6. They think they saw the beast and try to hunt for it. Ralph notices the fire
Marginalised characters were are weaker or has gone out, except no one seems to care.
EXAM REQUIREMENTS 7. The hunt for the beast continues. The boys come across a pig run and Ralph
characters vulnerable, either physically, socially,
etc. sticks a boar in the nose with a spear. The boar escapes. The boys act out a
ESSAY QUESTION– 45 mins (inc. planning time) pig hunt with Robert playing the part of the pig. Even Ralph enjoys the
Emotional labour doing all the emotional work/taking Brief introduction – Mention where extract is from in the spectacle. The quest for the beast continues until evening. Jack, Ralph, and
on the emotion burdens novel / Offer an overall link to the question covering the Roger agree to scale the mountain. The three boys see the dead parachutist
novel as a whole. who they mistake for the beast and run away as fast as they can.
Terminology Definition Extract Focus – 1 paragraph – Link to Question. Aim for 8. Jack wants to be chief but the others vote for Ralph. Embarrassed, he walks
up to 6 quotes covered off. Roger, Bill, Maurice, and other biguns escape into the woods, following
Tri-syllabic chanting in 3 syllables Whole Novel Focus -2 paragraphs – Link to how question Jack. Simon has also disappeared into his secret spot.
chanting 9. he hunters track down a pig and kill it. They chop off its head and offer it to
can be answered in other key moments/quotes
throughout the novel the beast as a sacrifice. Jacks’ hunters raid Ralph’s camp.
Dramatic Irony From Greek tragedy: the audience is
aware of the importance of events Brief Conclusion – Link back to the question 10. Simon passes out. Jack and his hunters begin their chant. Simon appears
but the characters are not from the forest. They kill him and his body washes out to sea, as does the
Place the extract chronologically in your essay where it pilot.
Foreshadowing Predicting or warning of a future 11. Jack and his tribe have been transformed into savages. They plot to steal
event in the text
appears in the text
fire. They raid Ralph and Piggy's camp and steal Piggy's glasses.
Pathetic Fallacy Linking of nature and weather to Typical Questions 12. Ralph blows the conch at the fort entrance. Ralph and Jack spar. Ralph
human emotions/moods demands Piggy's glasses. Jack's savages tie up Samneric. Piggy tries to talk
Write about the theme of _______ and how it is
sense into the savages. Roger wedges the giant rock loose. It smashes the
Metaphor Where one thing becomes another
presented at different points in the play/text conch and knocks Piggy off the cliff. Jack and the others throw spears at
in a comparison In your response you should: Ralph, who runs away.
refer to the extract and the play as a whole; 13. Ralph flees and returns at night to speak with Samneric who are the new
Symbolism Using symbols in literature to
show your understanding of theme and events in the guards. They warn Ralph to go away. Ralph learns the tribe will hunt him
represent ideas or qualities
play. [35+5] the next day like a pig. Roger is sharpening a stick at both ends. Ralph hides
Description A spoken/written account of a 5 of this question’s marks are allocated for accuracy in in a thicket. One of the twins gives away Ralph's location. They eventually
person, action or event spelling, punctuation and the use of fill the thicket with smoke. Ralph charges out and runs for his life. The
Allegory/ stories told in a simplistic manner to vocabulary and sentence structures. hunters pursue. Ralph notices the island has caught fire. The hunters chase
cautionary convey series ethics and morals (like Ralph down to the beach where he finds a naval officer there to rescue
This question assesses AO1, AO2 and AO4 (5 additional
fable: fairy tales) them
marks).
Ralph
You could see he might
make a boxer, as far as
width and heaviness in the
shoulders went, but there
was a mildness about his
mouth and eyes that
proclaimed no devil."
“There was a stillness
about Ralph as he sat that
marked him out: there was
his size and attractive
appearance."
"the understandable and
lawful world... slipping
away".
"You aren't playing the
game".
"I'm chief. I'll go. Don't
argue."
“But I tell you that smoke is
more important than the
pig, however often you kill
one.”
“Things are breaking up. I
don't understand why. We
began well; we were
happy. And then -- ...Then
people started getting
frightened.”
“The world, that
understandable and lawful
word, was slipping away.
Once there was this and
that; and now -- and the
ship had gone.”
“Ralph too was fighting to
get near, to get a handful
of that brown, vulnerable
flesh. The desire to squeeze
and hurt was over-
mastering.” “Ralph wept
for for the end of
innocence, the darkness of
man's heart, and the fall
through the air of a true,
wise friend called Piggy.”
Jack
His face was crumpled and
freckled, and ugly without
silliness".
"Out of this face stared two blue
eyes, frustrated now, and
turning, or ready to turn to
anger."
"See? They do what I want."
"the enormity of the knife
descending and cutting into
living flesh; because of the
unbearable blood".
"All you can talk about is pig, pig,
pig!" Ralph says angrily.
"they had outwitted a living
thing, imposed their will on it,
taken away its life".
"His voice was vicious".
"Bollocks to the rules! We're
strong - we hunt!"
"We don't need the conch any
more".
“I agree with Ralph. We've got to
have rules and obey them. After
all, we're not savages. We're
English.”
“He tried to convey the
compulsion to track down and
kill that was swallowing him up.”
“If you're hunting sometimes...
you can feel as if you're not
hunting, but -- being hunted.”
“...the mask was a thing on its
own, behind which Jack hid,
liberated from shame and self-
consciousness.”
“ knowledge that they had
outwitted a living thing, imposed
their will upon it, taken away its
life like a long satisfying drink.”
“I'm not going to play any
longer. Not with you.”
has to keep up with the
senseless ebullience of the
children”
Roger Simon Piggy
"a skinny, vivid little boy, with a glance "slight” and "furtive". "What intelligence had been shown
coming up from under a hut of straight hair "The shock of black hair, down was traceable to Piggy."
that hung down, black and course". his nape and low on his forehead, "Piggy, for all his ludicrous body, had
“Like candles. Candle bushes. Candle buds". seemed to suit his gloomy face brains."
"He's queer. He's funny." Piggy says "He's and make what had seemed at “How can you expect to be rescues if
cracked". first unsociable remoteness in to you don't put first things first and act
He has "a secret place in a clearing full of something foreboding." proper".
flowers and butterflies", "kept to himself with an inner “Piggy was an outsider, not only by
"He walked with an accustomed tread intensity of avoidance and accent, which did not matter, but by
through the fruit trees." secrecy." fat, and ass-mar, and specs, and a
"it wasn't a good island" and he tells Ralph, "carried death in his hands". certain disinclination to manual
"You'll get back to where you came from". “...there was a space around labour."
"maybe there is a beast... What I mean is... Henry, perhaps six yards in "Acting like a crowd of kids".
maybe it's only us". diameter, into which he dare not "It was an accident... and that's that".
"Fancy thinking the Beast was something throw. Here, invisible yet strong, “I just take the conch to say this. I
you could hunt and kill!... You knew, didn't was the taboo of the old life.” can't see no more and I got to get my
you? I'm part of you?" glasses back".
“The waves turned the corpse gently in the "I got the conch!"
water. ... Softly, surrounded by a fringe of "the true, wise friend called Piggy".
bright inquisitive creatures, itself a silver “Then, with the martyred expression
shape beneath the steadfast constellations, of a parent who has to keep up with
Simon's dead body moved out towards the the senseless ebullience of the
open sea". children”
“The beast was harmless and horrible; and
the news must reach the others as soon as
possible.”
1. Kill the pig, cut her throat, spill her blood
2. The conch exploded
3. You can feel as if you’re not hunting but… being hunted
4. What are we? Humans? Or animals? Or savages?
5. Ralph wept for the end of innocence… the darkness of man’s heart, and the… wise friend called
Piggy”
6. Maybe there is a beast… maybe it’s us (Simon)
7. We did everything adults would do. What went wrong? (Piggy)
8. Jack hurled the spear with all his strength
9. (Jack) His laughter became a blood thirty snarling
10. You’d think we could do that… (fire) Are we savages, or what? (Ralph)
11. the boys who were marching in an orderly way (Jack’s choir boys)
12. Roger realised there was no real authority and no punishments on the island
13. fear can cause a person to do that makes it dangerous.
14. I’m frightened. Of us (Piggy)
15. The mask was a thing of its own, behind which Jack hid
16.“The thing is- fear can’t hurt you any more than a dream”
17.“Which is better- to have laws and agree, or to hunt and kill?”
18.“They closed in on the struggling pig… they had taken away its life like a long satisfying drink”
 SKILLS Paper Two
UNSEEN POETRY CORE KO
Analysis Points: Literature
• Link to the question
Terminology Definition • Link to the terminology (Lang/Structure – evaluating choice) Section C
• Short Quote(s) 20% of Lit GCSE
Imagery visually descriptive language • Explain meaning and effect – both obvious and hidden (explicit and Two previously unseen poems.
implicit) 1 single poem essay.
Simile comparison between two things using like or as • Zoom in on words/explore connotations and effect 1 comparison essay.
• Suggest what other readers might think/feel (offering an alternative
Metaphor where one thing becomes another in a comparison opinion) Things to consider
• Link to the writer’s intentions (step out from the close analysis to give an
Onomatopoeia words that sound like their meaning overview of meaning) comparing:
• Explore a linking quote/supporting idea • Ideas
Symbolism the use of symbols to represent ideas or qualities • Themes
EXAM REQUIREMENTS
• Effect on reader
Repetition when words or phrases are used more than once
SINGLE POEM ESSAY – 20 mins (including planning time) • Writer’s intentions
in a piece of writing
Intro – link to question. Explain the overall meaning of the poem briefly. • Tone
Throughout the essay – Choose relevant quotes and analyse the language, • Mood and
Personification Giving human qualities to inanimate objects
structure and effect of these quotes. Refer to the question regularly. atmosphere
Persona The voice/ speaker of the poem. Different from • Imagery
COMPARISON POEM ESSAY – 40 mins (including planning time)
the writer. Intro – link to question. Explain the overall meaning of the poem briefly.
• Narrative voice
Throughout the essay– Start with the 2nd poem, choose relevant quotes from • Language techniques
Semantic field A group of words related in meaning. the poem and analyse the language, structure and effect of these quotes and • Structural techniques
then how they link to examples and analysis from poem 1. You must use • Shift of focus
Sonnet A 14 line poem, with a clear rhyme scheme. connectives of comparison. Refer to the question regularly. • Beginning
Usually focuses on love.
• End
Emotions Synonyms to describe this feeling or emotion
Free-verse A poem that doesn’t have any clear rhyme Comparison Connectives
scheme off rhythm. Anger Irritated, Annoyed, Rage, Hostility, Agitation,
Aggravated, Contempt Similarly Contrastingly
Alternate rhyme When alternate lines share the same rhyme Horror, Rage, Mortification, inferiority, Hysterical,
scheme (ABAB) Fear
Panic, Insecurity In the On the other
Rhyming couplet A pair of rhyming lines which follow on from one Love Tenderness, Desire, Longing, Affection, Caring, same way hand
another (AA, BB) Passion, Compassion
Also However
Juxtaposition placing contrasting ideas close together in a text Joy Elated, Enthusiastic, Eager, Hopeful, Enchanted,
Rapturous, Delighted In Whereas
Enjambment incomplete sentences at the end of lines in addition
poetry, where one line runs on to the next for Surprise Confusion, Overcome, Stimulated, Astounded,
Tentative Phrases
effect Speechless, Awe-struck, Dismayed
Caesura a break in the middle of a line of poem using Could Maybe
Sadness Disappointed, Suffering, Despair, Dismayed, Hurt,
punctuation (. , : ; ) Regretful, Isolated Might Possibly
End-stopping punctuation at the end of a line of poetry Tension Tense, fraught, dramatic, nerve-wracking, anxiety, May Perhaps
stress, strain, straining, stretching, apprehension,
Rhythm A recurring beat in the poem pressure, worry Appears Seems to
 SKILLS
NARRATIVE WRITING CORE KO
Writing:
SPAG – Applying Spelling, punctuation and grammar effectively. Minimum expectations: capital
letters, full stops, commas & apostrophes. Challenge: colons, semi-colons, parenthesis, exclamation
Vocabulary Definition marks, ellipsis
to create Sentence structures – applying a variety for effect – simple, compound and complex. PANIC
emotions sentence openers & being able to apply these.
Paragraphing – TIPTOP –Time, Person, Topic, Place
Uplifting Inspiring happiness or
hope
Joyful Expressing great Narrative Definition Exam Question Requirements
pleasure or joy
Writing Write a clear, believable and engaging short story which has a
Hopeful Feeling or inspiring Terminology start, middle and end and which follows a clear plot line.
optimism for the future Organisation and Communication must be well structured and
Freytag’s narrative Exposition, Rising Action, Falling Action, Climax, Resolution clear.
Despair Complete loss of all structure SPAG & vocabulary must be accurate and effective.
hope
Narrative Hook The start of a story that grabs the reader’s attention in some
Distress Extreme anxiety, way Success Criteria for a well thought out story
sorrow or pain Exposition Background information about characters, time, location 1. Unusual, intriguing description
Melancholy A feeling of pensive Rising Action is a series of relevant incidents that create suspense, interest 2. Brief, realistic dialogue
sadness with no and tension in a narrative
obvious cause
3. Showing not telling
Dramatic Peak/Climax the most intense, exciting, or important point of the story 4. Linking beginning to the end
Optimistic Looking at the positive
aspects of life Falling Action What occurs directly after the climax 5. Pathetic fallacy
6. Asides
Pessimistic Looking at the negative Resolution the action of solving a problem or contentious matter
aspects of life 7. Paragraph Links / cliff hangers
Cliff-hanger A tense line or moment that creates suspense or intrigue
Pensive Thoughtful mood
8. Sensory Description
Withholding Holding back information from the reader for effect 9. Not rushing the dramatic section
Frustrated Feeling of annoyance information
10. Starting sentences in a variety of ways PANIC:
Asides Where a character talks to the reader, often in brackets
With a preposition, adverb/adjective, noun, ‘ing’
Inferior Lower in rank status or
Plot the main events of a play, novel, film, or similar work,
quality presented by the writer in a related sequence.
word (verbs), connectives
Sentimental feelings of tenderness, Character the mental and moral qualities distinctive to an individual in Punctuation Rules to Apply
sadness, or nostalgia a story
Capital Letters: For Proper Nouns – Name of place/person &
Setting the place or type of surroundings where something is
at the start of a sentence
Powerful Having great power or positioned or where an event takes place
Full Stops: end of a sentence that is not a question or
strength statement
The Senses Sight, Sound, Touch, Taste, Feel – embedding these elements
Comma: separates lists/phrases/words & when using sentence
Insignificant Too small or unworthy into a story adverbs (‘however’, ‘moreover’ etc.) from the rest of the
to be considered Pathetic Fallacy ascribing human conduct and feelings to nature
sentence, & to indicate a sub-clause in a sentence
important Apostrophe: ~ to show that letters have been left out.
Symbolism the use of symbols to represent ideas or qualities & to show possession.
Nostalgia A longing for the past
 SKILLS Act & Theme Key Moments
ROMEO & JULIET CORE KO
Analysis Points: Prologue: Exposition of feud between
Link to the question Love, Civil Montagues and Capulets. Love story &
Vocabulary Definition Terminology Definition War, Fate deaths of Romeo & Juliet revealed .
Link to the terminology
Unrequited Love which is felt by one (Lang/Structure – evaluating Conflict
Tragedy Form of the play
love person, but not returned exploring tragic events & choice) Act 1: Civil Servants of both houses fight in the
downfall of character Short Quote(s) War, street. Prince breaks it up. Paris asks to
Patriarchy Society dominated by Explain meaning and effect – Conflict marry Juliet. Nurse reveals this to
males who rule over Dramatic Irony where the audience are
both obvious and hidden Law, Fate, Juliet & we see their close bond.
females more aware of the action
(explicit and implicit) Patriarchy Romeo argues against going to the
happening than the
Masculinity Traits relating to being Zoom in on words/explore Family ball. R&J meet & fall in love at the
characters
stereotypically male Relationship Capulet Ball. Tybalt recognises Romeo
connotations and effect
Soliloquy an individual character in & wants to fight. Lord Capulet stops
Suggest what other readers him.
Impulsive Acting/doing something a play speaking their
might think/feel (offering an
without thinking thoughts out loud to the
alternative opinion) Act 2: Civil Chorus inform of the futile love.
audience
Link to the writer’s intentions War, Romeo abandons his friends & jumps
Loyalty Having a strong feeling of
Protagonists The main character who (step out from the close analysis Conflict into Capulet’s orchard. Balcony scene
support or allegiance
propels the action Law , Fate, – they confess their love & arrange to
to give an overview of meaning)
forward Patriarchy, marry. Friar Laurence agrees to marry
Audience Spectators or listeners Explore a linking
Family R&J. Tybalt challenges Romeo. Nurse
Celestial Images relating to quote/supporting idea Relationship acts as messenger regarding the
Wisdom Quality of having good Imagery heaven EXAM REQUIREMENTS wedding. They marry in secret.
judgement/being wise
Oxymoron using two opposing Act 3: Civil Mercutio & Tybalt fight. Tybalt kills
terms together, that EXTRACT ONLY:
Justice Fair treatment or war, Cnflict, Mercutio. In anger Romeo kills Tybalt.
normally contradict each Intro – link to the question with
behaviour Death, Love, Prince banishes Romeo to Mantua.
other overview of meaning in the extract.
Religion, First the lovers spend the night
Rebellion Armed resistance to a Explain where the extract happens
Law, Fate, together. Juliet is distraught about
government or the laws Juxtaposition Placing contrasting ideas in the play, Start of extract – choose
Patriarchy, Romeo being banished. Capulet agrees
close together in a text 2 – 3 quotes to explore, Middle of
Family to Paris & Juliet marrying. Juliet
Marriage Formal union of two extract – choose 2 – 3 quotes to
Foreshadowing a hint or suggestion of Relationship refuses to marry him. The nurse says
persons in the eyes of explore, End of the extract – choose
what might happen later she should.
god 2 – 3 quotes to explore, Conclude –
in the story Short summary of points Act 4: Fate, Friar plans to give Juliet sleeping drug.
Aggression Anger which results in Emotive Language which creates ESSAY ON ROMEO & JULIET: Intro – Love, Death, Juliet agrees to marry Paris. Takes the
aggressive behaviour Language an emotion in the reader link to the question with overview of Patriarchy, drug. Everyone thinks she is dead
meaning. Explain which 3 to 4 events Family (Nurse finds her).
Maternal Feelings which are Connotations/ Implied or suggested in the play you will focus on. Idea 1 - Relationship
related to being a Zooming in meanings of a word or choose a moment from the play to
mother phrases explore (quotes if remembered) Idea Act 5: Romeo doesn’t receive a letter about
2 - choose a 2nd moment from the Death, Fate, the Friar’s plan. He hears she is dead.
Societal Social normalities Hyperbole use of extremely Conflict, Buys poison. Friar Laurence sends
play to explore (quotes if
expectation relating to the time exaggerated terms for Family another letter. Romeo arrives at the
remembered) - Idea 3 - choose a
emphasis moment from the play to explore Relationship tomb. Kills Paris. Drinks poison. Juliet
Morbid An interest in death and s, Love, Law, awakes to find Romeo dead. Juliet
Puns Joke exploiting the (quotes if remembered) - Idea 4 –
disease Religion, stabs herself. The families are brought
possible different choose a moment to explore (quotes
Futile pointless meanings of a word if remembered) Patriarchy, together in grief.
Conclude – Short summary of points
Character Quotes & Technique & Brief Analysis
ROMEO – Main “In sadness, cousin, I do love a women” Act1:1 – juxtaposition Romeo swooning and pining for Rosaline. “Arise fair sun and kill the envious moon,” Act 2 Metaphor to show
Protagonist his rejection of Rosaline in favour of Juliet. “With love’s light wings did I o’erperch these walls,” Act 2:2” Celestial Imagery to show he is linked to God and the heavens. “O I
am Fortune’s fool” Act 3:1 –Metaphor/ Alliteration. Cursing fate after he has killed Tybalt. “Death hath had no power yet upon thy beauty.” Act 5:3 Imagery to show that
death hasn’t changed Juliet’s appearance yet – Shakespeare is playing with the audience here. ”Thus with a kiss I die” Act 5:3 statement first person – he dies

JULIET – Main “You kiss by the book” Act 1:5 – metaphor – falling in love with Romeo. “My only love sprung from my only hate” Act 1:5 – juxtaposition/Oxymoron –
Protagonist Realising Romeo’s family. “What’s in a name? That which we call any rose would smell as sweet.” Act 2:2 –metaphor –Juliet questioning Romeo’s family
names importance. “Methinks I see thee now, thou art so low, as are dead in the bottom of the tomb” Act 3:5 –Juliet has a vision of Romeo lying dead.
“Proud I can never be of what I hate” Act 3:5 – Juliet saying to her father that she cannot be proud of being paired with Paris. “O happy dagger –let me
die!”Act 5:3–Personification – Juliet before she kills herself.
TYBALT – “What, drawn, and talk of peace! I hate the word, as I hate hell, all Montagues, and thee” –Act 1:1 –Repetition – Tybalt showing his primary character trait
Cousin to Juliet of loving fighting.“This, by his voice, should be a Montague.— Fetch me my rapier, boy.” Act 1:5 Tybalt recognises Romeo who has gatecrashed the party
- Antagonist and wants to attack him. “Boy, this shall not excuse the injuries that thou hast done me. Therefore turn and draw.” Act 3:5 – Metaphor – Tybalt
emphasising how he feels damaged by Romeo’s behaviour, and is determined to fight.
LORD CAPULET “What noise is this? Give me my long sword, ho!” Act 1:1 – Capulet keen to join in the fighting “And, to say truth, Verona brags of him to be a virtuous and
– Juliet’s father well-governed youth.” – Act 1:5 –Adjectives - At Capulet’s party, he admits that Romeo is an honourable, young man. “hang thee, young baggage.” –Act 3:5
– adjectives - Capulet insulting Juliet.
NURSE – “What lamb? What Ladybird! God forbid, where’s this girl? What Juliet?” – Act 1: 3 – Rhetorical questions - nurse calling Juliet to speak to her mother. “I am so vexed that
Capulet every part about me quivers.” – Act 2:4 adjectives hyperbole – the nurse is angry about the way Romeo and his friends are speaking to her. “She’s dead decease’d, she’s
household dead, she’s dead!” – Act 4:5 Repetition –alerts Lady Capulet to Juliet’s pretend death

FRIAR “For this alliance may so happy prove/To turn your households rancour to pure love.” A2:3 poetic/hopeful tone – FL agrees to marry R&J hoping it stops the fighting . “O
LAURENCE – Juliet, I already know thy grief,” Act 4:1 – compassionate tone, connotations, showing FL is aware of how Juliet feels about marrying Paris and that he is complicit in her
unaffiliated possible bigamy if she does marry Paris. “Come, I’ll dispose of thee among a sisterhood of Nuns.” Act 5:3 Friar Laurence plotting even at the end to try and help Juliet escape
the marriage to Paris, even when the sleeping drug plan goes wrong.

LADY CAPULET “Wll think of marriage now; younger than you,” Act 1:3 – cajoling tone – questioning – LC is trying to persuade Juliet to marry Paris. “You are too hot.” – Act 3:5 short
– Juliet’s mum sentence - telling her husband not to be so angry with Juliet. “O woeful time!” Act 4:5 exclamation mark, adjective, despairing tone – LC just learnt of her daughter’s death.

LORD With tears augmenting the fresh morning dew” Act 1: 1 – metaphor to show he is worried about Romeo. “Who set this new quarrel abroach?” Act 1:1 – Rhetorical question
MONTAGUE to find out how the fight started. “For I will raise her statue in pure gold,” Act 5:3 hyperbole, persuasion – Montague assures Capulet he’ll erect a gold statue in her memory

MERCUTIO – “Nay, gentle Romeo, we must have you dance” Act 1:4 Imperative ‘must’ persuading Romeo to go to the ball.
Romeo’s friend “O calm, vile dishonourable submission” Act 3:1 – Adjectives – Mercutio not understanding why Romeo is cowardly and backing down from a fight with Tybalt. “A plague
Antagonist a’both your houses!” Act 3: 1 -Metaphor blaming both the Montagues and the Capulets and wishing them the most unpleasant death. Related to the Prince

BENVOLIO – “I do but keep the peace. Put up thy sword,” Appeasing tone. Short sentence – to show he doesn’t want to fight. “I’ll pay that doctrine, or else die in debt.”
Romeo’s ousin hyperbole/exaggeration, alliteration to show he is loyal to Romeo. “Go then, for tis in vain/To seek him here” A2:2 – Imperative – leaving Romeo after ball in Juliet’s orchard

PARIS – “Younger than she are happy mothers made” –Act 1:2 – Paris trying to persuade Capulet to allow him to take Juliet as his wife. “That ‘may be’ must be,
unaffiliated – love, on Thursday next.” – Act 4:1 –Modal into an Imperative. Paris speaking to Juliet about marrying her on Thursday. “O, I am slain! If thou be merciful,
Love interest open the tomb, lay me with Juliet” –Act 5:3 Paris dying & hoping to be buried alongside Juliet. He isn’t.
PRINCE – “If ever you disturb our streets again, your lives shall pay the forfeit of the peace” –Act 1:1 – The Prince saying that execution will result for future fighting.
unaffiliated - “Let Romeo hence in haste, else when he is found, that hour is his last” Act 3:1 –Prince banishes Romeo. If he returns he will be executed. “Capulet,
Peacemaker Montague! See what a scourge is laid upon your hate…All are punished.” Act 5:3 –Prince blaming the heads of both families for the deaths of their children.
 SKILLS Context Features
A Christmas Carol CORE KO • Dickens used conventions
Analysis Points: from the Gothic genre –
Link to the question death, spirits, supernatural,
Vocabulary Definition
Link to the terminology (Lang/Structure – evaluating choice) • Huge population increase in
Hardship Severe suffering or going without things
Short Quote(s) -or Moment London in Victorian Britain.
Transformation A marked change Explain meaning and effect – both obvious and hidden (explicit and Overcrowding. Large supply
implicit) of labour meant employers
The health, happiness and fortunes of a person or group
Welfare could pay low wages.
Zoom in on words/explore connotations and effect
Redemption The action of saving or being saved from sin, error or evil Suggest what other readers might think/feel (offering an alternative • ¼ of population living in
Mankind The human race opinion) poverty. No welfare state to
Link to the writer’s intentions (step out from the close analysis to provide benefits for poor.
Festive Relating to a festival, usually Christmas. Also cheerful. Charity was vital.
give an overview of meaning)
Miser A person who hoards wealth and spends as little as possible Explore a linking quote/supporting idea • Many children died in
childbirth/infancy
Ignorance A lack of knowledge or education on a topic
***DON’T FORGET CONTEXT FOR THIS MODULE!***
Free Will The ability to choose between different courses of action in your • No printers or copiers in 19th
life century. Clerks wrote
KEY THEMES everything out by hand.
Capitalism An economic system built around market forces and aimed at
profit and wealth creation. Government intervention is minimal.
Family, Christmas, Poverty and Wealth, • Dickens’ father ran up huge
Private companies largely in charge. debts, and got sent to a
The Past, Change, Food, Love, Death, Compassion
Epiphany A moment of sudden and great revelation or realisation debtors’ prison.

Solitude The state of being alone • Dickens then taken out of

EXAM REQUIREMENTS school and sent to a Blacking
Humility Having a modest or low view of your own importance factory at age 12.Terrible
ESSAY QUESTION– 45 mins (including planning time) conditions. Cruel employers.
Nostalgia A sentimental longing for the past
Low pay.
Apparition/Spectre A ghost
Brief introduction – Mention where extract is from in the novel / Offer an
overall link to the question covering the novel as a whole. • Poor Children sent to terrible
Deference Polite submission and respect Extract Focus – 1 paragraph – Link to Question. Aim for up to 6 quotes evening ‘ragged schools’
covered where they were neglected,
Parable A simple story used to illustrate a moral or spiritual lesson and not educated well which
Whole Novel Focus -2 paragraphs – Link to how question can be answered in
meant they would stay poor.
Philanthropy A desire to promote the welfare of others, especially by generous other key moments/quotes throughout the novel Education wasn’t
donations to good causes Brief Conclusion – Link back to the question compulsory. Only rich
Terminology Definition children enjoyed good
EMBED CONTEXT THROUGHOUT THE ESSAY schools.
Pathetic Fallacy Linking of nature and weather to human emotions/moods
Typical Questions • Dickens visited ragged
Metaphor Where one thing becomes another in a comparison schools – ones for the poor
Write about Scrooge and the way he changes through the novel.
Simile A comparison using like or as OR
• Religious society –most went
Write about the theme of self-interest and how this is presented in the to church, and believed in
A story that holds a deeper, moral or political meaning
Allegory novel. after life and knew Christian
A spoken/written account of a person, action or event message of forgiveness.
Description • Refer to the extract and the novel as a whole
Foreshadowing a hint or suggestion of what might happen later in the • Show your understanding of characters and events in the novel • Dickens was inspired to write
story • Refer to the context of the novel the book by insomnia filled
the use of symbols to represent ideas or qualities night walks in London
Symbolism
 Key Quotes
Scrooge Bob Cratchit. Jacob Marley The Ghost of The Ghost of The Ghost of Belle Fred Minor
Cratchit Family Christmas Past Christmas Christmas Yet Characters
Present to Come
Protagonist –An old Scrooge’s long Scrooge’s former The ghost that arrives The ghost that The ghost that Scrooge’s one time Scrooge’s nephew. Fezziwig –Scrooge’s
miser who discovers suffering clerk. His business partner, now in great light resembles a jolly giant resembles the grim fiancee who left him Fan’s son. old boss
the message of family survive on very deceased. He appears reaper due to his obsession Fan – Scrooge’s sister
Christmas little but are close and as a ghost. with money Mrs Dilber, The
happy. Laundress and Joe

‘Hard and sharp as flint’
‘Solitary as an oyster’
‘Are there no prisons?
Are there no
workhouses?’
‘Every idiot who goes
around with Merry
Xmas on his
lips…should be buried
with a stake of holly
through his heart’
‘If they would rather
die, they had better do
it, and decrease the
surplus population’
‘I will honour Christmas
in my heart. I will live in
the Past, the Present
and the Future. I will
not shut out the lessons
that they teach’
‘I am as happy as an
angel’
‘I’ll send it to Bob
Cratchit’
‘The clerk’s fire was so ‘One the very day of ‘Would you so soon ‘A jolly giant who ‘It was shrouded in a ‘Another idol has ‘I have always FEZZIWIG –’He has
very much smaller that it the funeral, Scrooge put out the light I bore a glowing torch deep black displaced me…a thought of Christmas the power to render
looked like only one coal’ solemnised it with an give?’ with a cheery voice garment…left nothing golden one’ as a good time, a kind, us happy or unhappy;
undoubted bargain’ and a joyful air’ visible except one forgiving, charitable, to make our service
‘There’s another fellow,
‘Scrooge was outstretched hand.’ ‘I have seen your pleasant time.’ light or burdensome.
my clerk with fifteen
shillings a week, a wife ‘I wear the chain I conscious of a ‘I see a vacant seat. nobler aspirations fall The happiness he
gives is…as if it cost a
and family, talking about forged in life…The thousand odours The child will die’ ‘Ghost of the Future. off, until the master ‘Don’t be angry Uncle.
a merry Christmas. I’ll chain was made up of floating in the air, As I know your passion, Gain, Merry Christmas!’ fortune. ’
retire to Bedlam.’
cash each one connected ‘Scrooge was the ogre purpose it to do me engrosses you.’
boxes…ledgers…heavy with a thousand of the family and the good, I am prepared ‘Scrooge’s offences FAN – ‘I have come to
‘Tiny Tim hoped the
purses’ thoughts and hopes mention of his name to bear you company ‘May you be happy in carry their own bring you home dear
people saw him in the
church because he was a and joys long long cast a dark shadow.’ with a thankful heart.’ the life you have punishment. Who brother, home, home,
cripple, and remember ‘My spirit never roved forgotten’ chosen’ suffers? Himself!’ home!’
upon Christmas day, who beyond the narrow ‘Even here…two men ‘If there is any person
made lame beggars walk limits of our money ‘A solitary child, wished other Merry in the town who feels ‘Now a comely
and blind men see’ LAUNDRESS
changing hole’ neglected by his Christmas in their can emotion caused by matron sitting
friends is left there of grog’ this man’s death, opposite her ‘He’d have had
‘’Mrs Cratchit made the
‘Mankind was my still – Scrooge sobbed’ show that person to daughter.’ somebody to look
gravy hissing hot…Miss
Belinda sweetened up the business’ ‘Yes/No game…a me, Spirit, I beseech after him when he
apple sauce…There never was struck by death,
‘One child: true – your disagreeable, savage you!’
was such a goose cooked’ instead of lying
nephew!’ animal. It’s Uncle
Scro-o-o-oge!’ ‘I am sure we shall gasping out his last
‘Eked out by apple-sauce
‘A small matter to none of us forget Tiny there, along by
and mashed potatoes’
make these folks so ‘They are Man’s. This Tim.’ himself’
‘God bless us every one’ full of gratitude’ boy is ignorance. This
girl is Want. Beware ‘He read upon the
‘Mr Scrooge. I’d give him ‘I should like to be for I see that written stone of the neglected
a piece of my mind. An
able to say a word or which is Doom.’ grave his own name,
odious, stingy, hard ,
two to my clerk just Ebenezer Scrooge.’
unfeeling man’
now. That’s all.’

The Plot
Scrooge sits in his counting house on a cold Christmas Eve, miserable and cursing everything to do with Xmas. His clerk, Bob shivers in the side room. Scrooge rejects his nephew Fred’s annual offer to come to their house for
Stave 1 Christmas, and gives nothing but a lecture to two charity collectors. He is visited by Jacob Marley who warns him to take note of his condition and the 3 spirits which will visit him.

Scrooge is taken by the Ghost of Xmas Past, a childlike ghost with a brightly glowing head, back in time to revisit his sad lonely boarding school days left on his own at Xmas, then a time when his sister Fan came to collect him and
Stave 2 he was overjoyed. He is also shown a Christmas Eve when he was the apprentice of Fezziwig, a happy, caring boss. He is also shown the scene where his fiancee, Belle left him, and Belle has a new husband and daughter of her own.

Scrooge is next taken by the Ghost of Xmas Present, a majestic giant wearing a green fur robe, through London to see Christmas as it will happen that year. He watches the Cratchit family prepare a miniature feast in their meager
Stave 3 home. He discovers the courage and kindness of Tiny Tim, Bob Cratchit’s crippled son. He sees Fred’s Xmas party, and also countless people around the globe all celebrating Xmas with someone else, unlike Scrooge who appears
doomed to spend it alone. The Ghost ages towards the end of the day, and reveals two starved children, Ignorance and Want, a warning to mankind of not caring for others in society.

The Ghost of Xmas Yet to Come leads Scrooge through a series of mysterious scenes relating to an unnamed man’s recent death. Scrooge sees businessmen discussing the food at the funeral, some uncaring tramp like characters
Stave 4 trading his belongings, and a poor couple expressing relief because their debt may be transferred to someone more merciful. Finally, the Ghost guides Scrooge to an abandoned old gravestone bearing the name of Ebenezer
Scrooge. He begs and pleads with the silent spirit to change his fate, promising to change his ways.

Overwhelmed with the chance to redeem himself, Scrooge rushes out on to the street to share his newfound Christmas spirit with bemused passers-by. He sends a giant Christmas turkey to the Cratchits, and raises Bob’s salary. He
Stave 5 attends Fred’s Xmas party, and gives a generous sum to the charity collectors. As the years go by, he holds true to his promise and honours Christmas with all his heart, treating Tiny Tim as if he were his own child, providing for the
poor, and treating fellow human beings with kindness, generosity and warmth.
 Example of question type
Y11 NON-FICTION READING C2 NON = Factual / A1 - Give one example of how…
CORE KO FICTION Real life What is the amount of money spent on ______?
Exam Question Requirements A2 - How does the writer show/present_______?
You should comment on:
A1 Three Selecting Evidence questions (3 marks – 4 minutes) • What they say
 Selecting evidence or own words. Short one line or quote answer. No analysis • Their use of language/tone/structure.

A3 - What did the writer describe as ‘___________’?

A2 One Language/Structure/Writer’s effects Analysis question (10 marks -15 OR (COMPREHENSION ONES)
minutes) Why did the writer describe the conditions as ‘____________’?
 Link to question, Link to Terminology – language/structure/tone, Quotations – What did the writer mean by ‘______’?
7-8, Explore hidden & obvious meaning & Effect
 Examine how the writer’s style is constructed –it’s normally persuasive.
A3 Two Selecting Evidence/ Comprehension questions (3 marks – 4 minutes) A4 - What do you think and feel about the writer’s views
 Selecting evidence or own words. on_____________________?
 Show basic understanding of quotes used. You should comment on:
What they say
A4 One Persuasive Evaluation question (10 marks – 15 minutes) How they say it
 Link to question. Give opinions (what the writer suggests/impressions created) A5 - According to these two writers, how do they both create a
based on evaluation of quotes and writer’s viewpoint. Quotations -7-8. Could sense of ______and______?
use persuasive phrases in response like ‘Significantly, Importantly, Ultimately’
A5 One Synthesis / Linking question (4 marks- 7 minutes) A6 - Both of these texts are about _________.
Compare the following:
 Link to question for both sources, provide a quote and explain quotes briefly. • The writers’ attitudes to __________
 Must produce two links (4 quotes in total). NO need to compare/contrast. • How they get across their arguments
A6 One comparison question (10 marks – 15 minutes)
SKILLS
• Link to the question. Explore similarities/differences. Use comparison
connectives. Aim for 3-4 comparisons/contrasts using quotes from each text For A4:
each time. Reference the extract/writer you are referring to by name each time Link to the question
you compare. Give a quote which links to your idea
Explain briefly what the quote means
SKILLS Explain your opinion in relation to the question
For A1 & A3: For A5:
Short sentences answers that select information or offer short inference Refer to both texts, quote and short analysis of how they link and
For A2 repeat (4 quotes in total)
What you should/could cover in developed concise analysis: For A6:
• Link to the question Say how both texts link
• Link to the terminology (Lang/Structure – evaluating choice) Quote & mini analysis
• Short Quote(s) connective to compare
• Explain meaning and effect – both obvious and hidden (explicit and implicit) Quote source 2 and mini analysis – Repeat x 4
 Comparison Connectives for QN A6 Tentative Phrases
Language & Definition
Similarly In contrast Could Maybe Structure
/Contrastingly
Terminology
In the same way On the other Might Possibly Used to
hand Persuade/
Also However May Perhaps Influence
Simile comparison between two things using like or as

Vocabulary for Definition Metaphor a comparison as if a thing is something else

question types
Selecting Choosing something Personification giving human qualities to inanimate objects, animals, nature

Comprehension Understanding
Juxtaposition placing contrasting ideas close together in a text
Explicit something that is explicit, obvious or easy to
information select
Anecdote A short story using examples from one’s own experience to support ideas
Implicit inferred - it is suggested, but not actually said, the
information reader reads between the lines Information – words/numbers that can be proven
Facts / Statistics
Evaluating To assess, weigh up, and make a judgement on an
issue the way a piece of text sounds e.g. sarcastic etc. The mood or atmosphere
Tone
Writer The person who wrote the extract in the writing.

Synthesis To combine points to create a whole Hyperbole use of exaggerated terms for emphasis
Persuasion An attempt to influence a person’s views information that you can’t prove
Opinion

Repetition When words and phrases are used more than once in the text for effect
Writing Synonyms to describe this style –Look them
styles up! Emotive Language language which creates an emotion in the reader

Persuasive coercive, convincing, cajoling, urging Flattery Complimenting the reader in some way
Ironic sardonic, sarcastic,
Guilt Trip Making the reader feel guilty
Humorous comical, witty, wry, playful
Advisory assisting, recommending, consultative Humour Using phrases / making points for comedic effect

Instructional educational, guiding, didactic

Rhetorical Asking a question as a way of asserting a point. The question does not
Formal reserved, detached, conventional, scholarly Question need an answer.

Informal colloquial, casual, idiomatic Directives Using ‘you’, ‘we’ or ‘us’ to directly address and involve the reader.