This is so helpful thsmmm! I’m trying to get better at English since I’m in yr 8 and struggle to understand things but this is such a good way for me to understand!
Hello mam Mam thanks for this video , i was this problem for long . My next issue is like stories ideas ran out of minds it would be if you make story plans . Thankyou again very much for your help .
Will try! However, I've actually done a story plan series a while back - you can watch them here: ruclips.net/video/AopSOlLBDOk/видео.html ruclips.net/video/V-Rie800u4w/видео.html
Would it be possible for you to mark my answer to a mock of Edexcel English Language Paper 1 Question 3? In lines 1-20 how does the writer use language and structure to introduce the two conflicting characters? The extract of lines 1-20: He was most fifty, and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long, mixed-up whiskers. There warn’t no color in his face, where his face showed; it was white; not like another man’s white, but a white to make a body sick, a white to make a body’s flesh crawl-a treetoad white, a fish-belly white. As for his clothes-just rags, that was all. He had one ankle resting on t’other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. His hat was laying on the floor-an old black slouch with the top caved in, like a lid. (9) I stood a-looking at him; he set there a-looking at me, with his chair tilted back a little. I set the candle down. I noticed the window was up; so he had clumb in by the shed. He kept a-looking me all over. By and by he says: (13)“Starchy clothes-very. You think you’re a good deal of a big-bug, don’t you?” “Maybe I am, maybe I ain’t,” I says. “Don’t you give me none o’ your lip,” says he. “You’ve put on considerable many frills* since I been away. I’ll take you down a peg before I get done with you. You’re educated, too, they say-can read and write. You think you’re better’n your father, now, don’t you, because he can’t? i’ll take it out of you. Who told you you might meddle with such hifalut’n* foolishness, hey?-who told you you could?” (20) My answer: Firstly, the writer uses an array of language devices to introduce two conflicting characters. For example, the repetition of the rhetorical questions “Who told you you…?” depict Huck’s father’s sarcasm towards his own son. Furthermore, the word “you” connotes the directness of Huck’s father towards him and shows the audience the conflict between the two of them. The writer intended to use this repetition of rhetoric in order to display the jealousy that Huck’s father has towards his own son just because he has had a better life than him and is being raised to become a much better person than his father will ever be. Moreover, the rhetorical question “You think you’re a good deal of a big-bug, don’t you?” emphasises this jealousy in the alliteration of “big-bug”. The alliteration here connotes his father’s belief that he seems to think he is now better than him and feels superior to his own father now he has been living with The Widow. Additionally, the writer uses a variety of language devices to introduce two conflicting characters. Huck’s father’s harsh feelings towards his son can be seen in the empathic position in “Starchy clothes - very”. He is describing his son here in a view of disgust and disappointment. This shows the audience that he does not have a good relationship with Huck and despises him in a way. Furthermore, the emphatic position of “-very” strengthens this connotation of despise towards his son. Here, the writer intends to show that audience the differences and relationships between the lower class and the middle class as Huck’s father’s behaviour towards him shows the lower class’ hatred for the middle and upper classes.
Hi, ive been an english teacher for some time now so ill give you some feedback, Firstly instead of saying the writer uses a variety of language devices be more specific it actually just wastes time instead say smth like ; The writer uses repetition of the rhetorical questions... to.. Secondly, I feel this structure your using is ineffective as it doesnt really allow you to zoom in a lot only necessarily on one word. Perhaps you could provide an alternative interpretation as exmainers especially like this as it shows your being explorative using phrases like; This may also indicate, Symbolically, this could mean or This might also imply. And perhaps also give an alternative view on the writers intention trust me it really boots your grade. For example using phrases like On one level the writer could be revealing that..... Yet, on another level it could be the writer trying to show the audience that..... Notice the use of tentative language like could examiners are trained to look for words like that so make sure these words are in your essay especially when giving alternative interpretations. I hope the phrases and feedback i gave you helps you to achieve high
@@jamieheadey6809 Thank you very much for taking the time to give me some feedback. I used the PETAL paragraph method here, however I don't seem to have used it effectively. I missed out on the Analysis part of this structure as I tried to use the method in this video but clearly did not successfully. The tips you have given me are very useful though and I will use them in practice for my upcoming mock exams. When I write a response to another practice question, would it be possible for you to give me feedback on that one as well to see if I have improved?
Sign Up For Our One-off GCSE English Literature Paper 1 & 2 HALF TERM CLASSES (2025 Exams): www.firstratetutors.com/literature
I sincerely feel gratitude toward your contents. They have upgraded my grades to the max!
That's amazing, thank you 🥰
This is so helpful i was,waiting for this to coke out ;you're a superstar !!
Love you so so much ❤❤❤
You're welcome! 😊
This is so helpful thsmmm! I’m trying to get better at English since I’m in yr 8 and struggle to understand things but this is such a good way for me to understand!
You're watching this in Year 8! You're probably going to be Einstein Genius level when you get to Year 11 at this rate 😃
Hello mam
Mam thanks for this video , i was this problem for long .
My next issue is like stories ideas ran out of minds it would be if you make story plans .
Thankyou again very much for your help .
Will try! However, I've actually done a story plan series a while back - you can watch them here:
ruclips.net/video/AopSOlLBDOk/видео.html
ruclips.net/video/V-Rie800u4w/видео.html
Hi, do i have to put in interpretations when analysing the quote, or not
Thank you for this great content
Glad you enjoy it!
At college, now they change EDEXCEL initially it was AQA, could you please make GCSE PERSON EDEXCEL? Thanks for all the support!
Would it be possible for you to mark my answer to a mock of Edexcel English Language Paper 1 Question 3?
In lines 1-20 how does the writer use language and structure to introduce the two conflicting characters?
The extract of lines 1-20:
He was most fifty, and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long, mixed-up whiskers. There warn’t no color in his face, where his face showed; it was white; not like another man’s white, but a white to make a body sick, a white to make a body’s flesh crawl-a treetoad white, a fish-belly white. As for his clothes-just rags, that was all. He had one ankle resting on t’other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. His hat was laying on the floor-an old black slouch with the top caved in, like a lid. (9)
I stood a-looking at him; he set there a-looking at me, with his chair tilted back a little. I set the candle down. I noticed the window was up; so he had clumb in by the shed. He kept a-looking me all over. By and by he says:
(13)“Starchy clothes-very. You think you’re a good deal of a big-bug, don’t you?”
“Maybe I am, maybe I ain’t,” I says.
“Don’t you give me none o’ your lip,” says he. “You’ve put on considerable many frills* since I been away. I’ll take you down a peg before I get done with you. You’re educated, too, they say-can read and write. You think you’re better’n your father, now, don’t you, because he can’t? i’ll take it out of you. Who told you you might meddle with such hifalut’n* foolishness, hey?-who told you you could?” (20)
My answer:
Firstly, the writer uses an array of language devices to introduce two conflicting characters. For example, the repetition of the rhetorical questions “Who told you you…?” depict Huck’s father’s sarcasm towards his own son. Furthermore, the word “you” connotes the directness of Huck’s father towards him and shows the audience the conflict between the two of them. The writer intended to use this repetition of rhetoric in order to display the jealousy that Huck’s father has towards his own son just because he has had a better life than him and is being raised to become a much better person than his father will ever be. Moreover, the rhetorical question “You think you’re a good deal of a big-bug, don’t you?” emphasises this jealousy in the alliteration of “big-bug”. The alliteration here connotes his father’s belief that he seems to think he is now better than him and feels superior to his own father now he has been living with The Widow.
Additionally, the writer uses a variety of language devices to introduce two conflicting characters. Huck’s father’s harsh feelings towards his son can be seen in the empathic position in “Starchy clothes - very”. He is describing his son here in a view of disgust and disappointment. This shows the audience that he does not have a good relationship with Huck and despises him in a way. Furthermore, the emphatic position of “-very” strengthens this connotation of despise towards his son. Here, the writer intends to show that audience the differences and relationships between the lower class and the middle class as Huck’s father’s behaviour towards him shows the lower class’ hatred for the middle and upper classes.
Hi, ive been an english teacher for some time now so ill give you some feedback, Firstly instead of saying the writer uses a variety of language devices be more specific it actually just wastes time instead say smth like ; The writer uses repetition of the rhetorical questions... to.. Secondly, I feel this structure your using is ineffective as it doesnt really allow you to zoom in a lot only necessarily on one word. Perhaps you could provide an alternative interpretation as exmainers especially like this as it shows your being explorative using phrases like; This may also indicate, Symbolically, this could mean or This might also imply. And perhaps also give an alternative view on the writers intention trust me it really boots your grade. For example using phrases like On one level the writer could be revealing that..... Yet, on another level it could be the writer trying to show the audience that..... Notice the use of tentative language like could examiners are trained to look for words like that so make sure these words are in your essay especially when giving alternative interpretations. I hope the phrases and feedback i gave you helps you to achieve high
@@jamieheadey6809 Thank you very much for taking the time to give me some feedback. I used the PETAL paragraph method here, however I don't seem to have used it effectively. I missed out on the Analysis part of this structure as I tried to use the method in this video but clearly did not successfully. The tips you have given me are very useful though and I will use them in practice for my upcoming mock exams. When I write a response to another practice question, would it be possible for you to give me feedback on that one as well to see if I have improved?
Hi, I have a question could you possibly be able to give tips on how to answer history questions as they are quite difficult. Thanks
first!! pin?
sorry bro
@@antoninananjo827 ☠☠