AQA English Language Paper 1 Question 2 in Detail: Walking Talking Mock
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- Опубликовано: 28 сен 2024
- In this new series I take you through the AQA English Language exam questions step by step and finish with a full sample answer written in timed conditions. You can download the extract and work alongside the video by following this link and clicking on 'free sample' mrbruff.com/pr... If you'd prefer a shorter guide to this question, here is my 5 minute animated video • AQA English Language P...
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THANK YOU MR BRUFF!! Question 2 is not ready for me after this video
No problem!
👍
@@mrbruffthank you pls can u do question 4
anyone else watching this the night before the exam?
Unfortunately yes :0
Yeppp
Yup
yes!
Yeah mate
If anyone thinks they might need this:
25 Language Devices: Defined & Explained!
1. Pathetic Fallacy
Is when the weather or the atmosphere describes the mood.
For example, when the weather is rainy people are sad and depressed
2nd example, the dark night could symbolise something supernatural like 3AM Satan etc…
2. Personification
Is when a non-human is given human qualities.
For example, the tree is waving to John as drives away.
3. Simile
When you are comparing two things using ‘like’ or ‘as’
For example, his facial vision looked like a falcon’s eye
4. Metaphor
Is when you are comparing two things with is or are
Example He is an orc
5. Extended Metaphor
Pick a metaphor and explain how --- > turn in to an extended metaphor
Metaphor --- > Life is a rollercoaster. Now turning into extended metaphor add explanation so, Life is a rollercoaster you don’t know when you will be at the top or at the bottom, it will all happen in an instance, at the greatest heights you will be at the greatest heights and at times it will crash, but every day is never the same, just like in a turn in a Rolle coaster is never the same.
6. Oxymoron
2 opposite words side-by-side
Example, the small giant
7. Juxtaposition
You explain an oxymoron.
The small giant tip-toing trying to reach the top shelf, however, his small arms and puny fingers prevented him from grabbing the bar of jam.
8. Symbolism
Is when objects represent a meaning.
For example, moon and the star represent Islam.
2nd Example, if you get a priest you will think someone died.
In Macbeth the dagger links to death.
9. Semantic field
Is where words are linked to an idea.
For example, PPE, 2m and Hand Sanitiser, Head of Year link to COVID.
10. Irony
Is when events in the text surprises the characters. Something not expected!
Mr Birling offering a 1000.
Scrooge changing his nature.
11. Rhetorical Question
Question does not require an answer
12. Hyperbole
Is when you hype, when over-exaggerating.
I am going to eat the whole restaurant.
13. Assonance
Is the repetition of the vowel sound.
I am too cool for school. Oooooo
14. Alliteration
Words in a row begin with the same letter.
15. Sibilance
Is when words in a row have the s letter or the s sound
Example: the snake was slowly hissing
16. Euphemism
Is when you say something in an indirect manner.
He is not with us anymore.
17. Emotive Language
Is when the writer makes the reader feel emotional. By making them angry.
18. Onomatopoeia
Words describe the sound
Boom bang skirr pop
19. Ruel of 3 / Power of 3 / Triplets
Words or phrases in a row describe something (3)
The table is black, hard and wide
20. Facts/ Stats
Uses evidence to support their facts.
50 % of the students prefer using email rather than social media .
21. Plosive
Reptation of harsh sound
Words such as 'P' 'D' 'B'
22. Zoomorphism
Is when you give a person animal features.
Example John barked at me / John shouted at me.
23. Opinion
24. Repetition
Language Device and Structure.
Is when the writer uses the words repletely to create an effect.
Where is being repeated and why is that important
25. Noun, Verbs, Adjectives, Adverbs
An extended metaphor is also known as a conceit, however, a conceit is repeated throughout the entire text or section of a text. A conceit can also be an in-depth simile; for example "All the world's a stage and men and women merely players" (Shakespeare) is a conceit because it makes the reader go back and think as it is intended to not make sense until deeply thought about. Another example is "A damaged heart is like a broken clock". Upon first take, to the majority that wouldn't make sense and, thus, they would go back to read it or deeply think about it. A broad term for metaphors, similes and a conceit is analogies. I've explained it the best I can, sorry if I haven't explained it clearly :) And thankyou for the Devices, I'll be sure to take note of them.
@@easycraftydesigns3141 no problem
Tyy
THANK YOUUU🎉🎉
THANK YOU SOOO MUCH I REALLY NEEDED THIS
@Mr Bruff
As a year 10 student studying English Language, I was advised to watch your videos as apart of my revision. As I went along your videos on Paper 1, Question 1 and Question 2. I not only gained more knowledge on how to tackle these questions, but also how to avoid the common mistakes. Words cannot describe how thankful I am to you since this 30 minutes of my extensive revision thus far, will ultimately aid me on my journey to becoming a corporate solicitor.
Here is my first paragraph that I did along the exam question in this video:
The narrator displays Keckwick's journey as unsettling and almost unnerving, through the use of the hyperbole - "nightmare". The narrator's deliberate use of this hyperbole signifies how difficult and scary Keckwick's journey was, which only unnerves the reader due to the negative atmosphere that's now been evoked. In addition, this would install a sense of dread and discomfort as nightmares typically cause fear. This ultimately enables the reader to emphasise with the apparent difficulty in keckwick's journey and grow apprehensive towards his safety, which effectively creates emotional attachment between the reader and Keckwick.
hello mr bruff!! so i've been watching you for AN AGE now HAHA and your videos are LIFE SAVINGGG !
i managed to get an 8 in my lit year 11 mock a few months ago!! also PLEASE PLEASE do more of these!! because i need much longer, in depth explanations so i know exactly what im doing for all the questions :) i especially struggle with language (only got a 6 in the mock) so doing this for all the questions (except the first ofc LOL) would be SO HELPFUL :D
Glad the videos help. I will make more of these!
I'm currently at the start of my mocks and I'm in such a negative head space with English I am so determined to get 7+ but I'm currently working at a 6 after my English literature mock today and the poor organised timing from myself poetry suffered as a result despite the fact that I had revised so well but for other poems (DO NOT NEGLECT A SINGLE POEM) and lack for analyse on a poem I had massively knocked my confidence as I believed I was going Tod o really well with how much knowledge I had for other poems ,I really hope that my revision can save my grades I won't give up.
DO YOUR BEST!!!!!!!!!!!
The video helped but im still unsure on how to write it
I'm currently nearing the end of my GCSE first year and you, Mr Bruff, have given me a newfound admiration for the English subject. Your videos have made me believe I can actually succeed in English if I really work hard and the motivation it has given me is incredible. I cannot begin to thank you enough for all the effort you put in to helping others with their education. Your a wonderful person.
Thank you and good luck!
Its OK, I found it, thank you so much for the work you do in these videos
You're welcome
i dont know the high vocab you use, are you able to get a high grade without using very high vocab?
yes definitely
Hi sir i have a question. In poetry if i memorise 10 essays from google will inget caught for plagirising in the exam. Do the examiners use software to check for plagirising or do they juts mark
How would u memorise an essay on a question you have never seen. I underestand memorisation in lit but in lang it is almost impossible.
thanks ,it was really helpful
Hi Mr Bruff, I can't find the link for the passage. Should I buy your book instead?
Thanks mr bruff
whos here in 2024
Me!
@@carolineedwards1297 I am starting Tuesday with art
Everyone it was made in 2024
😂😂The video is just 4months ago
How is form Leeds city college setup up Course😅
Thank you mr Bruff, you are really helping me in my GCSEs. I'm going to get a 9 for you!
9??
@@IsaacNkasiobi yhyh
@@IsaacNkasiobi im on a 3 ffs
@@IsaacNkasiobi its not impossible
I will start watching mr buff because my last set of mocks start in monday and i am so nervous
Good luck! Let me know how it goes? Mine started Monday too
mr bruff: dont spend long on question 2
also mr bruff: makes a video twice as long as the question 4 one 😄
Very good! I just know people find question 2 so difficult.
for the extract would it be ok about writing one paragraph about how the lantern symbolises hope? like even after all thr bad journey he still has hope to see the lantern of the carriage
It's not really about the effect you write about, as long as it makes sense. It's your interpretation. You get the marks from just writing about the effect, not exactly what effect you write about.
Love the videos! These are going to be my saving grace for exams this year, hoping I can get at least a pass with your help!
What would you recommend for improving reading speed? I take much too long reading the extracts and it takes away from my writing time when I’m already a slow reader/writer. Thank you once again!
Can you do all the questions for both language and literature again please? And in more detail
Yes!
nah id win
Do you have to write about two aspects of the journey or just explain effects of 2 or more quotes.
you just explain the effects of 2 or more quotes
GCSE's in 1 month
Im acc so nervous
hi Mr Bruff i was just wondering whether linking back to "how this makes the reader feel/think etc" is necessary. thanks
There have been some interesting comments on this in the paper 2 question 3 exam reports (where the assessment objective and skills are exactly the same). These include June 2018: 'Another trend, and potentially therefore a further area for centres to address, is where students tended to comment on what effect the language had on ‘the reader’ in a contrived and generalised way. The implication is that all language must have an emotive impact on the reader, creating fear, tension, intrigue or excitement, for example. This type of comment is too generic to be judged ‘clear’ and rewarded in Level 3. Students should be encouraged to look at the specific effects of particular words, zooming in on them for a really tight focus and engaging with a contextualised response to the language by referencing the source material, rather than making vague and potentially speculative comments about the impact of the language on the reader.'
June 2020: 'There were some students who chose to comment on the effect of language on an unspecified generic reader. These sorts of comments have begun to creep into responses, and often invite very generalised comments on effect. It is of little value, for example, to comment that the effect of describing the crowd as a ‘sea of faces’ makes it sound frightening for the reader. This tells us little about the specific words chosen or why the writer might have chosen them and is unlikely to be rewarded higher than the bottom of Level 2 as a weak attempt.'
June 2022: 'Students are reminded of the need to focus first and foremost on the effects of words and phrases and to avoid generalised comments such as the effect of language being to ‘show what the storm is like.’ There was relatively little evidence of students making inferences in their response to this task, which was an improvement from previous series. However, there was a tendency amongst some students to write about the effect on the reader too literally. Responses such as, ‘The language used to describe the storm makes the reader feel terrified,’ are neither accurate not helpful.'
June 2023: 'The tendency amongst some students to focus on the effect on the reader has continued. The reader is not left petrified by the description of the crash, nor was that Fleming’s intention. It continues to be an unhelpful addition to any paragraph, which students appear to be trained to write in response to the task on language. Students should instead focus on exploring the connotations of words and asking themselves, why might the writer have used this word and not another? Why use ‘tilted drunkenly’ and not ‘tilted perilously’ or ‘tilted crazily’? Each of these adverbs has a different set of connotations and it is these which the examiner is rewarding. '
what can i do to get higher grades in english lang exams if i struggle to understand words in english so i cant completely understand the extraxts that are in engl lang exams because im not english and im still not fluent at it?
Practice your reading and spellings. High light words that stand out in the phrase, that gives you information on the language, which means effect. Do three paragraphs points for this question. Longs you write you won't lose marks. Read over your GCSES paper's carefully.
Could u pls do Paper 1 Question 2 but a lower mark answer, as in a mistake students make?
Can you do a video of a taste of honey??
If somebody could read my answer and give me feedback I'd be extremely grateful (wrote this answer before looking at Mr Bruff's answer):
The writer describes the narrator's journey as disorientating by using commas and adjectives which create a sense of confusion, for example in the sentence containing "I was at once baffled by the moving, shifting mist". This shows how the protagonist is enveloped by a mist which obscures his view of the environment so that he doesn't know where he is and this must confuse him. The motion verbs "moving, shifting" convey the constantly changing nature of the mist in a similar way to the commas in this sentence which constantly change the focus and so are disorientating for the reader - this helps them empathise with the narrator's sense of disorientation. It may also reflect how the narrator says he has to stop after every step to ensure that he stays on the path, and his feeling of unfamiliarity with his chaotic surroundings.
The journey is also described as frightening by the writer through the use of metaphors such as "That walk back was a nightmare." This suggests that the narrator is afraid because he feels like he is in danger. It may also imply that he feels trapped in the situation since nightmares often seem inescapable and claustrophobic, which unsettles the reader in order to help them understand the protagonist's terror.
Im subscribed
Its only for AQA and not Edecxel
Yes
I have a question Mr Bruff ir anyone who is an expert, can I use PEA paragraphs and if so, how many times?
2-3
@@riodaodu786 thanks you
Imagine still doing gsce I got 7 and a 6
So what? If your old just say that
k