@@faizan7343 in the beginning i actually got 73/80 (a 9) and got it remarked again, a grade 7, and my final score was a grade 8. so i already had it remarked!
@@maoamyannothesweet4326 oh thats calm. i mean an 8 is an 8. How do u revise english language tho? bcz i am meant to get a 6 for my 6th form but i am barely passing. Any tips for me on how i can improve my analysis?
Did my GCSES last year and went from and 3 in language and a 2 in literature to a 6 in language and a 7 in literature! I still watch Mr Everything English even though I have passed because thanks to him I have now developed a love for the subject
learnt more from this channel then i have in the last 5 years of school. got a grade 3 in my mocks did everything my teacher told me, she said so much confusing things. Then here Mr Everything English breaks it down in the simplest format. Doing me absolute wonders here
He really is the best, I don’t know why English teachers are all so confusing, they just talk, refusing to write things down clearly and breaking thing down like Mr EE,whole time in our lessons we just get handed I blank sheet of paper and told to write stuff down that we’re all confused about
I'm retaking my English in my 40's and have been doing well all year. Predicted B/6. But the more I revise the worse I seem to be. I feel more comfortable just reading and saying what's infront of me, if that makes sense. Having said that I love these videos. They've been a great help breaking down things and helping with planning questions. Which I often struggle with. Particularly PRTEZEL.
I have full confidence of passing my English Language and a day ago I almost thought I was going to fail but after seeing this video everything my teacher taught me i threw it in the trash this is more understandable Thank you.
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 Repitition 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 Structure Flashback - when you go back in time ,3 days ago etc.. Foreshadowing - when the writer gives clue about future ‘my heart was beating fast’ Zoom in - focus on one thing for example ‘pen’ , ‘specific character ‘ Zoom out - normally used to talk about setting Dialogue - when the character speak ‘hey there !’ New character New setting Change in tone Short sentence - to build up tense Long sentence - add details and slow down the narrative Short /long sentence - may show importance in both Shift in focus - talks about object then talks about another object for example ‘pen’ to ‘table’ Cyclical structure - similar stuff happening with beginning and ending Juxtaposition Extended metaphor Pace List Pov Overall tone Chronogical order Climax Repetition Links Mood , pathetic fallacy 1. Abhorrent/Heinous (means bad) 2. Euphoric/Jubilant (means happy) 3. Melancholy/Morose (means sad) 4. Indignant (means angry) 5. Swift/Rapid (means fast) 6. Colossal/Gargantuan (means big) 7. Minuscule/Microscopic (means small) 8. Bemused/Befuddled (means confused) 9. Astute/Shrewd (means smart) 10. Feeble/Decrepit (means weak) 11. Dash (means run) 12. Plunge (means jump - may not always fit so be careful how you use it) 13. Cordial (means nice) 14. Lackadaisical (means lazy) 15. Paradoxical/Outlandish (means strange)
@@MrEverythingEnglishin this question, could it be suitable to comment about stuff like similes, personification, metaphors, alliteration or any other device from your 25 devices vid if the writer uses it?
Jusssst back from the job ,deadly tired but your video helping me alot,,alot,,,alot..much more duaaaaas on your way,,keep us showering your blessings of your precious knowledge,,easing us,May Allah ease you as well.
Hello, can you please mark this :) The writer emphasises the idyllic atmosphere created by the books and stories of the past highlighting their importance. The writer's use of a list from lines 12 to 14 describes how fast paced the stories were, this also illustrates the action that took place in them. Furthermore, this creates a vivid image in the readers mind of the adventurous atmosphere that is created by stories of the past. Additionally, the writer's use of a long sentence helps in bringing these books to life ; therefore highlighting their importance in every child's childhood. This portrays to the reader the value of the books of the past and alludes to their degradation over the years as children face a lack of interest towards them. (2nd paragraph) The writer shows contrast between Mr Fisher's character in the exposition and towards the rising action. The use of the juxtaposition in lines 34 to 35 highlights the development of Mr Fisher's feelings as he experiences ' a very strange sensation'. At this point in the extract it is made clear to the reader that an unusual event is taking place. Furthermore, the writer zooms into Mr Fisher's breathing highlighting that this could be a 'strange' feeling due to the fact that Mr Fisher hasn't experienced this feeling in a long time. Hence creating interest as the reader is still unsure of what has caused Mr Fisher to feel this way so this grasps the reader's attention into leaving them with feelings of unease and suspicion therefore leaving the reader worried about the following future events forcing them to read on.
I would assess it as Level 3, which corresponds to a score range of 5-6 marks in the mark scheme. Overall, the response meets the criteria for Level 3 by showing a clear understanding of the structural features, explaining their effects, selecting relevant examples, and using subject terminology appropriately. To improve the response and potentially reach a higher level, here are some suggestions: Provide more specific analysis Expand on the use of subject terminology Strengthen the connection between structural features and their importance
there's 7 stretch devices, not 8, you missed number 5 amazing video though, i feel so much more confident watching you, thank you insha allah i'll do well in my exam
Mr everything english: "never in the history in the world..." *remembers the bad and boring stories hes read* Mr everything english: "maybe as an exception"
couldn't you say that when mr fisher remembers a time when books were 'golden' juxtaposed with the fact that books now were ' black and white' ? golden is seen to be like a colour, which has like connotations of pure and nostalgia which has a semantic field of happiness and joy , contrasting with the words black and white, which has connotations of dull, plain, not seen in other ways.
@@konyctg I got a 6! from 4 to a 6! :). His methods defo work! I have issues with timing so I didnt do Q4 in paper 1. if I did I would have gotten at least a 7 which was what I was aiming for!.
@Mr Everything English Can someone please take a look at my response. This paper is from the June of 2018. q3. in the Mr Fisher text At the beginning of the text the writer uses a short sentence in line 5 to introduce disappointment in the readers. But then the writer quickly switches the focus to Mr Fisher’s flashback of books in the past in lines 9 to 11. This conveys Mr Fisher’s excitement to the readers. The flashback pulls readers out of the present disappointment to the glory of the past. The use of a long complex sentence here clearly shows Mr Fisher’s passion and enthusiasm for old books. Hence readers are also excited about the old books and are distracted from the disappointing term. As the text develops, the writer switches the focus between the magnificent past and gloomy present constantly. In lines 25 to 28, the writer shifts the focus from Mr Fisher’s ‘gloomy train of thoughts’ to ‘Alistar Tibbet’ who represents and symbolizes hope. This change of focus to a student with ‘spark’ gives readers hope. Readers expect Tibbet to be a turning point and make the present more similar to the glorious past. The short sentence in line 27 ‘An amiable boy, this Tibbet’ indicates the narrator’s hope in Tibbet through an appreciating tone. This hope is emphasized through the short sentence then conveyd to the readers. Hence readers look forward to exactly how Tibbet will change the current situation and exactly how much ‘spark’ he has.
hi thanks for the vid super helpful!! I was just wondering how u got the student examples? as in, is it something i could access or not?? thanks Mr Everything English!!
Before your videos i had never heard of PRETZEL paragraphs only what how whys but your videos have helped me so much and made it much easier for me to revise thankyouu
This is how my teacher taught me A student said, This part of the story, where the men encounter the Tyrannosaurus Rex, shows Eckels is right to panic. The Monster is terrifying!' To what extent do you agree? In your response, you could: • consider your own impressions of Eckels' reaction to the Tyrannosaurus Rex • evaluate how the writer describes the Monster • support your response with references to the text. Steps to take before answering: 1. Look at the question carefully. 2. Highlight the key points in the statement that you need to respond to. Then look at the bullet points to help you answer the question and gain maximum marks. How to answer the question Part one - Your own impressions of Eckels' reaction. Is he right to panic? Why? Use quotes and explain what they show / suggest Part two - How does the writer make the monster sound terrifying? What words / phrases / techniques does the writer use to describe the monster? What is the impact of using them on the reader? Every single question on P1 Q4 will be a 2 part answer. Make sure you cover both parts - your own response and then zooming in on language choices and their impact.
can someone please mark my answer? ik its long and boring but it would be much appreciated lmao -its from 2019 november paper At the beginning of the extract, from lines 1-14, the writer introduces us to zoe and her character and what she is like, he also describes the setting to create a sense of familiarity for the readers. He uses foreshadowing when he says “she could die in that place, and happily”, which not only shows zoes feelings and how much she adores the place, but also hints to the reader what might possibly happen towards the end of the extract, creating tension. However the word” happily” juxtaposes zoes feelings at the end of the extract, dismissing a cyclical structure.The writer then shifts the focus to zoe and her partner jake, and by doing this the writer zooms into their conversations by using dialogue from lines 20-22, and these lines show how eager and ready they are to go and we are introduced to jakes character which makes the text more interesting because now there are two characters which may possibly mean more events and scenarios between them which makes the narrative more important. However there is a change in tone as line 28 starts with the word “but”, showing that perhaps there may be a major shift in focus and that everything may be going downhill. This is later supported when it says that zoe was “irritated by the false start they made”, and this juxtaposes how zoe felt “happily” at the beginning, as it shows that things weren’t going to plan. From lines 33 to 43, the paragraphs also get shorter, showing that there is more tension. This creates a dramatic feel to the audience and this keeps the readers attention so that they can see what happens next and reduces the narrative between the reader and the characters. At line 39, we can see that there is a drastic turn of events as it says “then her smile iced over”, and the short sentences with repetition of jake saying “get to the side”, shows what little time they had, and creates a faster pace which makes the reader more interested to see what happens next, and contrasts the calm, peaceful feel at the beginning.
the last line for the first paragraph and last paragraph feels unecessary, use phrases like "it captivates the reader." u definitely could've talked about focus shifts in a lot more detail, for example the focus at the start of the extract where zoe is admiring the beauty of nature, is cotrasted by the focus point in the last paragpah where she is paralysed in fear of nature. this shows the examiner that ur using the whole source for ur answer. also, the repition of "get to the side" could have been explored upon more, for example, the repitition creates a frantic rhythm which reflects the build up of fear and terror in zoe. overall, it was good, i would give it a level 3/4 so minimum 5 marks.
the effect can be about the tone created and why - what does the structural device cause the reader to do (eg. anticipate what happens next or feel an emotion for the character)
this is my paragraph for Q3, feedback is appreciated! The writer creates interest within the reader by purposefully introducing an usual event at the end of the source. Throughout lines 34 and 35, the usage of juxtaposition is clear, as throughout the source Mr Fisher is portrayed as a typical habitual teacher. However, this idea is being challenged as the writer notably zooms into the “strange sensation” by describing Mr Fisher’s atypical reaction which emphasises importance. Therefore piques the curiosity of the reader which as a result, creates interest.
@@MuhammadAli-cv3ni No it isn't. This response, I could see it as a grade 7. NEVER talk about interest. Obviously, the writers want to interest their readers. I would have written the last sentence simply like this; The portrayal of Mr Fisher's unusual reaction has the result and effect of piquing the curiosity of the readers specifically within these two lines.
@@Android_17_ oh thank you for the feedback i wrote the last sentence as a way to link back to the question and to show the examiners that i was still on track, is there another way i could link back to the question?
I have returned in order to help you with your English! Language paper 1 Q2-5 overview Q2- Marks: 8 Aim (for passing grade): 5-6 marks Quotes: A3 Language analysis question Comment on writer 3 terms Q3- Marks: 8 Aim for: 4-5 Structure: 3 mini what how whys Structure question Do not analyse Language. Use these terms: Beginning, Middle, end, focus, shift, zoom, topic sentence, ect. Quotes: 3 Q4- Marks: 20 Aim: More than 10 Structure: 3 what how whys OR 1 large WHW mini essay style. Length: Aim for a page and a half (varies on handwriting) Language analysis question 3-4 Quotes and terms Writers intentions Preferably don't disagree (But you can consider other view points for more Marks) Q5- Creative writing question 40 Marks Length: Two/Two and a half pages Focus: Descriptions, punctuation and skills Structure: Paragraphing (at least 2 paragraphs per page) Aim: More than 20 Marks. Descriptive writing > Story (easier to focus on the question)
can anyone please create a list of sentences which you could use to finish your paragraph to show the effect on reader. e.g the writer does this to create anticipation within the reader
I'm not too sure but i thought of a paragraph that can be used in any q3 answer, i think you could possibly talk about pace and then talk about long sentences and paragraphs if its a slow pace or short( if u want) and the fast pace would be short sentences and paragraphs. idk what do you guys think
I just wanted to ask can every paragraph start with in source a, the writer creates interest?. but obviously starting each paragraph with either moreover, subsequently.
yo can someone read this and rate this/offer improvements? at the beginning of the source, the writer uses listing in lines 12-14 through the flashback "there were heroes, dragons and dinosaurs, space adventures" to illustrate mr fisher's elation and fascination of books of the past. the writer accentuates mr fisher's excitement as it is evident he is immersed and captivated by such stories, although they were purely fiction, places great importance on books as it foreshadows to the reader that they will be a key subject throughout the extract. the focus then shifts as the writer employs a long paragraph including short sentences in line 19, "dickens was boring." "shakespeare was boring." which juxtaposes the gleeful and ecstatic ambience at the beginning of the source, as the reader can infer that stories of the past no longer spark and engage the boys at the grammar skl. this creates an arid and monotonous mood to the source, and considering this is the longest paragraph in the extract from lines 16 to 24, this further expresses mr fisher's disappointment and gloom in which the reader can feel pity for him as it is clear that books do not hold the same meaning and prevalence now as they did "in those days". by the end of the extract the writer introduces a new character in lines 27 and 28, "this tibbet" to foreshadow that not all hope is lost. the use of the new character could be symbolic of hope and renewal as seen through the short sentence in line 36, "he began to sweat" suggests the greatness of mr fisher's awe that he can't grasp what he's reading before him. the final line "something entirely original" leaves the reader feeling elated and relieved as mr fisher's reminiscence of the past seems to be coming to life once again.
Hi sir could you please check this answers for me The writer has structured the texts to interest you as a reader, this is evident from the line "12-14" the writer has used a list to create an building up books form the past as this is an history which is never ending. Furthermore, this is evident from the line "34-35" the writer has used juxtaposition to create a symbolic meaning of how strange is Mr fisher been form the past and the writer is making the events more usual as the source develops and Mr fisher is using diaphragm to breathe in all the books that he has read from the past, this reminds him from the past memories, the past as a past memories, the writer is highlighting how these book's had something for everyone, they were not just limited to one or two more qualities and this can further seen by the writer highlights through the the long sentences which mimics the Idea that the goodness of the books and like the sentences is going on and on it is never ending
You have quite a few spelling errors and unstructured sentences, make sure AQA doesn’t catch you out for your SPAG! I’d say go in more depth for the first paragraph and perhaps add one more structural device.
can someone read through if you've got time and grade it? im working towards a 6. Q5) Write a story about a new beginning As the sun dipped below the horizon, casting an iridescent glow upon the quaint village, a sudden flashback enveloped Eleanor's mind. There she was, a vivacious young woman, embarking on the most arduous journey of her life; a new beginning awaited her. In the bustling city, she found solace in the cacophony of sounds: the honking of cars, the laughter of children, and the murmur of conversations. Brimming with aspirations , Eleanor was ready to face the world; little did she know the challenges that lay ahead. A whirlwind of emotions consumed her. Outside her window, a torrential downpour mirrored her tumultuous thoughts - the raindrops pounded against the glass, as though they were trying to break through. "What if I fail?" she pondered, her heart pounding in her chest-doubt seeped into her very core, smothering her confidence. With unwavering determination, she embraced the unknown: the late-night study sessions, the seemingly endless job applications, and the constant self-doubt. Would she succeed in this newly forged journey? Only time would tell. And then, it happened.... "You did it!" her friend exclaimed, the pride in her voice palpable. "Your hard work paid off!" Standing in the heart of the city, Eleanor felt an indescribable surge of elation, as though she had conquered the world; she had finally achieved her dreams. Looking back, the trials she faced seemed almost insurmountable. The journey had been like scaling a mountain without a safety harness, but it was all worth it in the end. The sun broke through the clouds, casting a warm, golden light upon the city. From that day forward, Eleanor never looked back. The city became her sanctuary, a place where dreams were born and nurtured. She had found her purpose, her raison d'être, and she would never forget the struggles that led her to this moment. As she stood on the rooftop, gazing upon the city that had become her home, Eleanor realized that her new beginning was both a beautiful dream and a haunting reminder of the challenges she had faced. "I made it," she whispered to herself, the warmth of the setting sun caressing her skin like a gentle embrace. And as the sun dipped below the horizon once more, she knew that her journey had come full circle.
If you guys still got time, could you mark/provide feedback on this aswell? Q5) Write a story about a new beginning Once upon a time, in a quaint village nestled amid verdant hills , a weary traveler named Eloise stumbled upon the opportunity for a new beginning. As she ambled along the cobblestone streets, a feeling of déjà vu washed over her; memories of a past life began to resurface. The village, with its ivy-covered cottages and picturesque gardens, felt like a long-lost home. The air was redolent with the scent of roses and lavender, and the sun cast a golden hue upon the buildings, making them appear celestial. Her heart swelled with an ineffable sense of belonging; she knew she had found her sanctuary. Time seemed to slow down as she crossed the threshold. Eloise found herself in a cozy little room, filled with the warm, flickering light of a crackling fire. The flames danced and leaped, casting a mesmerizing glow on the walls. A gentle breeze whispered through the open window, carrying with it the laughter of children at play. Eloise sighed with contentment, feeling the weight of her past life finally lifting from her shoulders; a new chapter was beginning. Outside, the vibrant village buzzed with activity: market stalls overflowed with fresh produce; artisans showcased their exquisite wares; and the townsfolk chatted animatedly, their laughter and conversation filling the air. Eloise marveled at the scene, struck by the harmony and camaraderie that seemed to permeate every aspect of village life. What secrets did these people hold, she wondered, that allowed them to live in such blissful peace? And so, she decided to stay.... "Welcome to our village, dear traveler," said a kind-faced woman with twinkling eyes. "We are a close-knit community, bound by the simple belief that happiness is found in the smallest, most ordinary moments of life". Eloise felt a warmth envelop her heart; she knew she had found her tribe. "Thank you," she replied, her voice brimming with gratitude , "I am honored to become a part of your community". Eloise immersed herself in the daily life of the village, quickly discovering that its magic lay in the unyielding optimism and generosity of its inhabitants. They approached even the most mundane tasks with a zest and vigor that was both inspiring and contagious. She watched, awestruck, as they transformed the ordinary into the extraordinary, like alchemists spinning gold from straw. A sense of wonder enveloped her. As the days turned to weeks and the weeks to months, Eloise found herself flourishing in her new environment. Her heart swelled with love for her newfound friends, and she reveled in the simple pleasures that life in the village offered. Her laughter became more frequent, her spirit lighter, and her soul more at peace. She knew, without a shadow of a doubt, that she had found her home. Years later, as she sat on her porch, watching the sun rise over the hills, Eloise reflected on her journey. The village had not only given her a new beginning but had also taught her the true meaning of happiness. "Life," she mused, "is a beautiful tapestry of seemingly ordinary moments that, when woven together, create an extraordinary masterpiece". And with a heart full of gratitude, Eloise knew that she was living her own masterpiece, one golden sunrise at a time.
Is this good response --The writer use language structure to intrest us as a reader. by an unusal event which occurs with Mr fisherman, at the end of THe source. Point it can be seen from the line 34-35. Where the writer use Juxtaposition, and shows Mr fisher with an unusal event taking Place with him. as he is experiencing something different, from what he usually do. something out of his daily life. furthermore " The writer zoom in (z) into the sentence “tighteng in his disgraph" which shows Mr fisher is experiencing something, which he has not experienced long time ago. and shows mr, fisher as he is evolving and changing from the Start of the source. Therefore as you can see the writer has suddenly change mr fisher And bring focus on him and Kept the readers in a pique curiosity of what’s happening next.
went from a grade 4/5 in my mocks to a grade 8, (1 mark of a 9) all thanks to you! thank you so much!
why didnt u get it remarked maybe you could have got that 9.
@@faizan7343 in the beginning i actually got 73/80 (a 9) and got it remarked again, a grade 7, and my final score was a grade 8. so i already had it remarked!
@@maoamyannothesweet4326 why did u get it remarked if u already had a grade 9?
@@faizan7343 according to my teacher he wasn't following the mark scheme because my 40 marker was "really good" (36/40 marks) so he had to remark it.
@@maoamyannothesweet4326 oh thats calm. i mean an 8 is an 8. How do u revise english language tho? bcz i am meant to get a 6 for my 6th form but i am barely passing. Any tips for me on how i can improve my analysis?
Did my GCSES last year and went from and 3 in language and a 2 in literature to a 6 in language and a 7 in literature! I still watch Mr Everything English even though I have passed because thanks to him I have now developed a love for the subject
was those your yr 10 mocks?
@@raisa5898 No proper GCSEs! I’m in college now
dbi
@@securitybreach5182mums 😂
@@securitybreach5182 😂😂😂
learnt more from this channel then i have in the last 5 years of school. got a grade 3 in my mocks did everything my teacher told me, she said so much confusing things. Then here Mr Everything English breaks it down in the simplest format. Doing me absolute wonders here
He really is the best, I don’t know why English teachers are all so confusing, they just talk, refusing to write things down clearly and breaking thing down like Mr EE,whole time in our lessons we just get handed I blank sheet of paper and told to write stuff down that we’re all confused about
@@kawsxx21 like Maths
I really hope I do well in my English language exam
i think everyone does mate
Hope everyone do very well in their exams
Same mate
Same 😢
@@zattack5757 you’d be surprised, I know some man who really don’t care
I'm retaking my English in my 40's and have been doing well all year. Predicted B/6. But the more I revise the worse I seem to be. I feel more comfortable just reading and saying what's infront of me, if that makes sense. Having said that I love these videos. They've been a great help breaking down things and helping with planning questions. Which I often struggle with. Particularly PRTEZEL.
gcses at 40 is wild
@@JacobSweetEcom no need to hate
All the very best !!
just go retire man 😪 40 is crazy
That's not how you spell the word pretzel.
I have full confidence of passing my English Language and a day ago I almost thought I was going to fail but after seeing this video everything my teacher taught me i threw it in the trash this is more understandable Thank you.
Hilarious!
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
Repitition 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
Structure
Flashback - when you go back in time ,3 days ago etc..
Foreshadowing - when the writer gives clue about future ‘my heart was beating fast’
Zoom in - focus on one thing for example ‘pen’ , ‘specific character ‘
Zoom out - normally used to talk about setting
Dialogue - when the character speak ‘hey there !’
New character
New setting
Change in tone
Short sentence - to build up tense
Long sentence - add details and slow down the narrative
Short /long sentence - may show importance in both
Shift in focus - talks about object then talks about another object for example ‘pen’ to ‘table’
Cyclical structure - similar stuff happening with beginning and ending
Juxtaposition
Extended metaphor
Pace
List
Pov
Overall tone
Chronogical order
Climax
Repetition
Links
Mood , pathetic fallacy 1. Abhorrent/Heinous (means bad)
2. Euphoric/Jubilant (means happy)
3. Melancholy/Morose (means sad)
4. Indignant (means angry)
5. Swift/Rapid (means fast)
6. Colossal/Gargantuan (means big)
7. Minuscule/Microscopic (means small)
8. Bemused/Befuddled (means confused)
9. Astute/Shrewd (means smart)
10. Feeble/Decrepit (means weak)
11. Dash (means run)
12. Plunge (means jump - may not always fit so be careful how you use it)
13. Cordial (means nice)
14. Lackadaisical (means lazy)
15. Paradoxical/Outlandish (means strange)
Inshallah i get an 8 in my lang exam
inshallah we all do mate
inshallah we do
Inshallah remember me in your duaas
In sha allah we all do ya rabb
Inshallah
I would definitely comment on the beginning and the end ,this shows the examiner you read the whole text . Contrast is also always present .
Yes excellent point
@@MrEverythingEnglishin this question, could it be suitable to comment about stuff like similes, personification, metaphors, alliteration or any other device from your 25 devices vid if the writer uses it?
@@hamaad9247 probably not a good idea
@@hamaad9247no the question is about structure so u won’t get marks for commenting abt language
Who’s here the day before
Me I hate this question
💀🗿🔥
me 😭
i'm cooked
@@zzedixx kinda real
Jusssst back from the job ,deadly tired but your video helping me alot,,alot,,,alot..much more duaaaaas on your way,,keep us showering your blessings of your precious knowledge,,easing us,May Allah ease you as well.
Sir I cannot thank you enough for these videos, they are so incredibly useful. Thank you so much!
no problem
@@chrispyboi5220ur not him
Hello, can you please mark this :) The writer emphasises the idyllic atmosphere created by the books and stories of the past highlighting their importance. The writer's use of a list from lines 12 to 14 describes how fast paced the stories were, this also illustrates the action that took place in them. Furthermore, this creates a vivid image in the readers mind of the adventurous atmosphere that is created by stories of the past. Additionally, the writer's use of a long sentence helps in bringing these books to life ; therefore highlighting their importance in every child's childhood. This portrays to the reader the value of the books of the past and alludes to their degradation over the years as children face a lack of interest towards them. (2nd paragraph) The writer shows contrast between Mr Fisher's character in the exposition and towards the rising action. The use of the juxtaposition in lines 34 to 35 highlights the development of Mr Fisher's feelings as he experiences ' a very strange sensation'. At this point in the extract it is made clear to the reader that an unusual event is taking place. Furthermore, the writer zooms into Mr Fisher's breathing highlighting that this could be a 'strange' feeling due to the fact that Mr Fisher hasn't experienced this feeling in a long time. Hence creating interest as the reader is still unsure of what has caused Mr Fisher to feel this way so this grasps the reader's attention into leaving them with feelings of unease and suspicion therefore leaving the reader worried about the following future events forcing them to read on.
Amazing
I would assess it as Level 3, which corresponds to a score range of 5-6 marks in the mark scheme.
Overall, the response meets the criteria for Level 3 by showing a clear understanding of the structural features, explaining their effects, selecting relevant examples, and using subject terminology appropriately.
To improve the response and potentially reach a higher level, here are some suggestions:
Provide more specific analysis
Expand on the use of subject terminology
Strengthen the connection between structural features and their importance
@@dwcLDN whats subject terminology about ?
@@somiaali8628 Using & correctly recognising Structural Techniques
help i still don't know how to explain the effect of the structures??😓😰
Thanks
10:45 anybody else notice how theres only 7 in the strech device because he forgot 7? Well, Great videos as well.
he forgot the number 6
At 8:41 the stretch is missing number 6?did i get that wrong or did no one notice that?
I saw that too yeah
Shurrup Georgina
@@ehanahmed-pq6hc weirdo…
yer i saw that
@@ehanahmed-pq6hc 😹😹
there's 7 stretch devices, not 8, you missed number 5
amazing video though, i feel so much more confident watching you, thank you
insha allah i'll do well in my exam
bro is so sure its gonna come up as if he's seen the paper
🙃
this extract?
Mr everything english: "never in the history in the world..."
*remembers the bad and boring stories hes read*
Mr everything english: "maybe as an exception"
thank you so much for helping me understand this question after not being able to understand it at all :)
Can you please make a video explaining the positive and negative effect of each structure device?
this guy sacrificed his counting skills for top english
At 7:40 the stretch is missing number 6 !!!! lol What did number 6 ever do to you :D
couldn't you say that when mr fisher remembers a time when books were 'golden' juxtaposed with the fact that books now were ' black and white' ? golden is seen to be like a colour, which has like connotations of pure and nostalgia which has a semantic field of happiness and joy , contrasting with the words black and white, which has connotations of dull, plain, not seen in other ways.
That wouldn't be a structure point, it would be a language point.
sir because of u in sha allah imma escape the matrix
I have a resit exam tomorrow!! wish me luck!
Did you do good in the exam
@@konyctg I got a 6! from 4 to a 6! :). His methods defo work! I have issues with timing so I didnt do Q4 in paper 1. if I did I would have gotten at least a 7 which was what I was aiming for!.
@@12345678942868did you only use his methods? that’s so good
Thank you for posting this video, it helped me a lot!
Good days sir.
Thank you so much for helping pass my English Language and Literature
I got above my target grades in both
God bless you.
@Mr Everything English
Can someone please take a look at my response. This paper is from the June of 2018.
q3. in the Mr Fisher text
At the beginning of the text the writer uses a short sentence in line 5 to introduce disappointment in the readers. But then the writer quickly switches the focus to Mr Fisher’s flashback of books in the past in lines 9 to 11. This conveys Mr Fisher’s excitement to the readers. The flashback pulls readers out of the present disappointment to the glory of the past. The use of a long complex sentence here clearly shows Mr Fisher’s passion and enthusiasm for old books. Hence readers are also excited about the old books and are distracted from the disappointing term.
As the text develops, the writer switches the focus between the magnificent past and gloomy present constantly. In lines 25 to 28, the writer shifts the focus from Mr Fisher’s ‘gloomy train of thoughts’ to ‘Alistar Tibbet’ who represents and symbolizes hope. This change of focus to a student with ‘spark’ gives readers hope. Readers expect Tibbet to be a turning point and make the present more similar to the glorious past. The short sentence in line 27 ‘An amiable boy, this Tibbet’ indicates the narrator’s hope in Tibbet through an appreciating tone. This hope is emphasized through the short sentence then conveyd to the readers. Hence readers look forward to exactly how Tibbet will change the current situation and exactly how much ‘spark’ he has.
Thank you soooooo much. Absolute lifesaver to help our son! 😊
your his video really helped me and alhamdiluallah I got grade 5 in english
because of this I went form a 1 to a 4 I am so grateful and can't wait to get higher on my real GCSE's
Hello
Hi
ur him
hi thanks for the vid super helpful!! I was just wondering how u got the student examples? as in, is it something i could access or not?? thanks Mr Everything English!!
What do you mean by 'new' when you talk about the bullet-proof structural devices?
New things in the extract e.g writer introduce a new character
new things, events, characters, etc
10:50 you missed out number 5 STRETCH DEVISES
when you where listing the structural decivces on the "strech" section you went to number 5 to 7
after this i feel like its not aqa firing shots but rather me firing shots at their brain with Mr Everything English knowledge
sir i think there has been a mistake there are only seven (stretch) sturcture techniques, regardless thank you for making this video
Thank you, this would help me in my mocks tomorrow, but there is only 15 structural techniques, no problem
✌️
Before your videos i had never heard of PRETZEL paragraphs only what how whys but your videos have helped me so much and made it much easier for me to revise thankyouu
Can anyone please explain to me what is effect? Like what is that ?? How to explain it ?
Am confused as well if you find out please let me know too 😉
This is how my teacher taught me A student said,
This part of the story, where the men encounter the
Tyrannosaurus Rex, shows Eckels is right to panic. The Monster is
terrifying!'
To what extent do you agree?
In your response, you could:
• consider your own impressions of Eckels' reaction to the Tyrannosaurus Rex
• evaluate how the writer describes the Monster
• support your response with references to the text.
Steps to take before answering:
1. Look at the question carefully.
2. Highlight the key points in the statement that you need to respond to.
Then look at the bullet points to help you answer the question and gain maximum marks.
How to answer the question
Part one - Your own impressions of Eckels' reaction.
Is he right to panic? Why?
Use quotes and explain what they show / suggest
Part two - How does the writer make the monster sound terrifying?
What words / phrases / techniques does the writer use to describe the monster?
What is the impact of using them on the reader?
Every single question on P1 Q4 will be a 2 part answer.
Make sure you cover both parts - your own response and then zooming in on language choices and their impact.
And u can watch his video it’s on effects I think this will be helpful
@@HarmanKahlon-xz3lm thank you so much
@@HarmanKahlon-xz3lm it really helped thanks
I just coming out the exam and want to tell u thank you ur advices really help me out…..
how does a long and short paragraph interest the reader?
can someone please mark my answer? ik its long and boring but it would be much appreciated lmao -its from 2019 november paper
At the beginning of the extract, from lines 1-14, the writer introduces us to zoe and her character and what she is like, he also describes the setting to create a sense of familiarity for the readers. He uses foreshadowing when he says “she could die in that place, and happily”, which not only shows zoes feelings and how much she adores the place, but also hints to the reader what might possibly happen towards the end of the extract, creating tension. However the word” happily” juxtaposes zoes feelings at the end of the extract, dismissing a cyclical structure.The writer then shifts the focus to zoe and her partner jake, and by doing this the writer zooms into their conversations by using dialogue from lines 20-22, and these lines show how eager and ready they are to go and we are introduced to jakes character which makes the text more interesting because now there are two characters which may possibly mean more events and scenarios between them which makes the narrative more important.
However there is a change in tone as line 28 starts with the word “but”, showing that perhaps there may be a major shift in focus and that everything may be going downhill. This is later supported when it says that zoe was “irritated by the false start they made”, and this juxtaposes how zoe felt “happily” at the beginning, as it shows that things weren’t going to plan. From lines 33 to 43, the paragraphs also get shorter, showing that there is more tension. This creates a dramatic feel to the audience and this keeps the readers attention so that they can see what happens next and reduces the narrative between the reader and the characters. At line 39, we can see that there is a drastic turn of events as it says “then her smile iced over”, and the short sentences with repetition of jake saying “get to the side”, shows what little time they had, and creates a faster pace which makes the reader more interested to see what happens next, and contrasts the calm, peaceful feel at the beginning.
4/8
abissmal effort i am an aqa english examiner and can see that you have not analysed specifically structure
the last line for the first paragraph and last paragraph feels unecessary, use phrases like "it captivates the reader." u definitely could've talked about focus shifts in a lot more detail, for example the focus at the start of the extract where zoe is admiring the beauty of nature, is cotrasted by the focus point in the last paragpah where she is paralysed in fear of nature. this shows the examiner that ur using the whole source for ur answer. also, the repition of "get to the side" could have been explored upon more, for example, the repitition creates a frantic rhythm which reflects the build up of fear and terror in zoe. overall, it was good, i would give it a level 3/4 so minimum 5 marks.
@@fizzylizzy3718 thank u!!
@@James12387abysmal*
Aqa examiner my arse
@amirhamid3695 kindly learn how to spell abysmal before claiming to be an aqa English examiner thanks
How am I meant to make a point, when I will just repeat myself when talking about the effect
the effect can be about the tone created and why - what does the structural device cause the reader to do (eg. anticipate what happens next or feel an emotion for the character)
8:18 the order of stretch is 1,2,3,4,5,7,8
8:11 where is number six point
you accidentally gave us 7 structural devices for stretch not 8
honestly currently saving my GCSEs and doing what teachers cant
good luck everyone!!!
Can we use normal language techniques in this question
this is my paragraph for Q3, feedback is appreciated!
The writer creates interest within the reader by purposefully introducing an usual event at the end of the source. Throughout lines 34 and 35, the usage of juxtaposition is clear, as throughout the source Mr Fisher is portrayed as a typical habitual teacher. However, this idea is being challenged as the writer notably zooms into the “strange sensation” by describing Mr Fisher’s atypical reaction which emphasises importance. Therefore piques the curiosity of the reader which as a result, creates interest.
grade 9 response
@@MuhammadAli-cv3ni No it isn't. This response, I could see it as a grade 7. NEVER talk about interest. Obviously, the writers want to interest their readers. I would have written the last sentence simply like this; The portrayal of Mr Fisher's unusual reaction has the result and effect of piquing the curiosity of the readers specifically within these two lines.
@@Android_17_ oh thank you for the feedback i wrote the last sentence as a way to link back to the question and to show the examiners that i was still on track, is there another way i could link back to the question?
@kyliegates3157 “piquing curiosity” and “creates interest” are literally the same two things I wouldn’t worry about it
I hope the question 5 picture is on like a abandoned church so I can describe the weather bad 🙏
Is sibilance language or structure?
Hi, Love your videos, I just notice in this video while I was writing structure devices down , there is number 5 missing in second column . Thanks
I have returned in order to help you with your English!
Language paper 1 Q2-5 overview
Q2-
Marks: 8
Aim (for passing grade): 5-6 marks
Quotes: A3
Language analysis question
Comment on writer
3 terms
Q3-
Marks: 8
Aim for: 4-5
Structure: 3 mini what how whys
Structure question
Do not analyse Language.
Use these terms: Beginning, Middle, end, focus, shift, zoom, topic sentence, ect.
Quotes: 3
Q4-
Marks: 20
Aim: More than 10
Structure: 3 what how whys OR 1 large WHW mini essay style.
Length: Aim for a page and a half (varies on handwriting)
Language analysis question
3-4 Quotes and terms
Writers intentions
Preferably don't disagree (But you can consider other view points for more Marks)
Q5-
Creative writing question
40 Marks
Length: Two/Two and a half pages
Focus: Descriptions, punctuation and skills
Structure: Paragraphing (at least 2 paragraphs per page)
Aim: More than 20 Marks.
Descriptive writing > Story (easier to focus on the question)
2024 exams coming up! thankss
Don’t revise
@@rexiskool9717 bro tried to lower grade boundaries
can anyone please create a list of sentences which you could use to finish your paragraph to show the effect on reader. e.g the writer does this to create anticipation within the reader
Very well explained but isn't it that this question should start with the beginning, in the middle and the end?????
yes it is, I'm super confused because you must write three paragraphs and all of them stayed two is enough
Thank you so much Sir!❤️
Thx for helping us this is every helpful ❤
What is juxtaposition
it’s two elements placed together that contrast each other which creates a sense of “juxtaposition”
I'm not too sure but i thought of a paragraph that can be used in any q3 answer, i think you could possibly talk about pace and then talk about long sentences and paragraphs if its a slow pace or short( if u want) and the fast pace would be short sentences and paragraphs. idk what do you guys think
i feel like this could work for short sentences not too sure abt long sentences
Is pace also a structural technique?
I just did a practice paper in the exam in school and whatever you said about the structure techniques they all come up
HI SIR ONE QUESTION: how would you write a grade 9 analysis on focus shifts?
I have an exam in two days on this. I hope I pass, this was helpful thx.
A very quick question can I talk about pathetic fallacy for this question for structure
pathetic fallacy is technique, isn't it ? Weather is attributed to for mood & atmosphere.
this guy the goat of english
🦍
hi sir i am new in uk i don't know anything about gcse how do i get atlest passing grades
i am no fluent in English
Same
10:55 I'm glad you do English not maths bc you cannot count lmao you made 5 and 6 become one number 😂😭😭
In your next video can you please tell us that. instead of saying long sentence, can we say compound or complex sentence
Definitely not a maths teacher... Can't count to 8, lol! (07:43)
Should we not be doing Beginning, middle and end?
sir the links in the description bar do not work
Thankyou it was really helpful👍🏼
Can you talk about zooming in on a edxecal paper?
I just wanted to ask can every paragraph start with in source a, the writer creates interest?. but obviously starting each paragraph with either moreover, subsequently.
Can you talk about sentence structure such as declarative sentence?
yes
I dont understand how you are meant to use these devices to create an effect?
hi sir. will you get marks if you analyse some language features in your Q3 or is it better to stick to only structural techniques?
yo can someone read this and rate this/offer improvements?
at the beginning of the source, the writer uses listing in lines 12-14 through the flashback "there were heroes, dragons and dinosaurs, space adventures" to illustrate mr fisher's elation and fascination of books of the past. the writer accentuates mr fisher's excitement as it is evident he is immersed and captivated by such stories, although they were purely fiction, places great importance on books as it foreshadows to the reader that they will be a key subject throughout the extract.
the focus then shifts as the writer employs a long paragraph including short sentences in line 19, "dickens was boring." "shakespeare was boring." which juxtaposes the gleeful and ecstatic ambience at the beginning of the source, as the reader can infer that stories of the past no longer spark and engage the boys at the grammar skl. this creates an arid and monotonous mood to the source, and considering this is the longest paragraph in the extract from lines 16 to 24, this further expresses mr fisher's disappointment and gloom in which the reader can feel pity for him as it is clear that books do not hold the same meaning and prevalence now as they did "in those days".
by the end of the extract the writer introduces a new character in lines 27 and 28, "this tibbet" to foreshadow that not all hope is lost. the use of the new character could be symbolic of hope and renewal as seen through the short sentence in line 36, "he began to sweat" suggests the greatness of mr fisher's awe that he can't grasp what he's reading before him. the final line "something entirely original" leaves the reader feeling elated and relieved as mr fisher's reminiscence of the past seems to be coming to life once again.
Doesn't help that I turn 18 in 2 weeks time, had to resit my english at college and I still dont remember what verbs and all that is
MY MOCK IS TOMORROW, INSHALLAH I DO WELL
Have my test soon...... Thank you
till what time does this live remains
Good luck 👊🏽
What does pretzel mean
Amazing vid but for stretch structural devices you only put 7. You missed out the number 6. Thanks for everything though
20:35 can u say hes foreshadowing something bad
You missed number 5 in the "stretch"
ok menucha sampson female doggg or a btch
InshAllah trying to do well.
Do we need introductions, because I can’t write one outside of English Literature
no intros r needed !
@@kyliegates3157 Thank you!
@@doodle7070 no worries!
The link doesn't work to the insert, does anyone have a different link to it
Hi sir could you please check this answers for me
The writer has structured the texts to interest you as a reader, this is evident from the line "12-14" the writer has used a list to create an building up books form the past as this is an history which is never ending.
Furthermore, this is evident from the line "34-35" the writer has used juxtaposition to create a symbolic meaning of how strange is Mr fisher been form the past and the writer is making the events more usual as the source develops and Mr fisher is using diaphragm to breathe in all the books that he has read from the past, this reminds him from the past memories, the past as a past memories, the writer is highlighting how these book's had something for everyone, they were not just limited to one or two more qualities and this can further seen by the writer highlights through the the long sentences which mimics the Idea that the goodness of the books and like the sentences is going on and on it is never ending
You have quite a few spelling errors and unstructured sentences, make sure AQA doesn’t catch you out for your SPAG! I’d say go in more depth for the first paragraph and perhaps add one more structural device.
could "in those days " be written to be a flashback?
i think so but do you know how flashbacks make the readers interested?
can someone read through if you've got time and grade it? im working towards a 6.
Q5) Write a story about a new beginning
As the sun dipped below the horizon, casting an iridescent glow upon the quaint village, a sudden flashback enveloped Eleanor's mind. There she was, a vivacious young woman, embarking on the most arduous journey of her life; a new beginning awaited her. In the bustling city, she found solace in the cacophony of sounds: the honking of cars, the laughter of children, and the murmur of conversations. Brimming with aspirations , Eleanor was ready to face the world; little did she know the challenges that lay ahead.
A whirlwind of emotions consumed her.
Outside her window, a torrential downpour mirrored her tumultuous thoughts - the raindrops pounded against the glass, as though they were trying to break through. "What if I fail?" she pondered, her heart pounding in her chest-doubt seeped into her very core, smothering her confidence.
With unwavering determination, she embraced the unknown: the late-night study sessions, the seemingly endless job applications, and the constant self-doubt. Would she succeed in this newly forged journey? Only time would tell.
And then, it happened....
"You did it!" her friend exclaimed, the pride in her voice palpable. "Your hard work paid off!" Standing in the heart of the city, Eleanor felt an indescribable surge of elation, as though she had conquered the world; she had finally achieved her dreams.
Looking back, the trials she faced seemed almost insurmountable. The journey had been like scaling a mountain without a safety harness, but it was all worth it in the end.
The sun broke through the clouds, casting a warm, golden light upon the city.
From that day forward, Eleanor never looked back. The city became her sanctuary, a place where dreams were born and nurtured. She had found her purpose, her raison d'être, and she would never forget the struggles that led her to this moment.
As she stood on the rooftop, gazing upon the city that had become her home, Eleanor realized that her new beginning was both a beautiful dream and a haunting reminder of the challenges she had faced. "I made it," she whispered to herself, the warmth of the setting sun caressing her skin like a gentle embrace. And as the sun dipped below the horizon once more, she knew that her journey had come full circle.
Grade 5 or 6 forsho Good luck!
@@lilyoungp2370 too high bro
I'll say like between grade 5 and grade 7
If you guys still got time, could you mark/provide feedback on this aswell?
Q5) Write a story about a new beginning
Once upon a time, in a quaint village nestled amid verdant hills , a weary traveler named Eloise stumbled upon the opportunity for a new beginning. As she ambled along the cobblestone streets, a feeling of déjà vu washed over her; memories of a past life began to resurface. The village, with its ivy-covered cottages and picturesque gardens, felt like a long-lost home. The air was redolent with the scent of roses and lavender, and the sun cast a golden hue upon the buildings, making them appear celestial. Her heart swelled with an ineffable sense of belonging; she knew she had found her sanctuary.
Time seemed to slow down as she crossed the threshold.
Eloise found herself in a cozy little room, filled with the warm, flickering light of a crackling fire. The flames danced and leaped, casting a mesmerizing glow on the walls. A gentle breeze whispered through the open window, carrying with it the laughter of children at play. Eloise sighed with contentment, feeling the weight of her past life finally lifting from her shoulders; a new chapter was beginning.
Outside, the vibrant village buzzed with activity: market stalls overflowed with fresh produce; artisans showcased their exquisite wares; and the townsfolk chatted animatedly, their laughter and conversation filling the air. Eloise marveled at the scene, struck by the harmony and camaraderie that seemed to permeate every aspect of village life. What secrets did these people hold, she wondered, that allowed them to live in such blissful peace?
And so, she decided to stay....
"Welcome to our village, dear traveler," said a kind-faced woman with twinkling eyes. "We are a close-knit community, bound by the simple belief that happiness is found in the smallest, most ordinary moments of life". Eloise felt a warmth envelop her heart; she knew she had found her tribe. "Thank you," she replied, her voice brimming with gratitude , "I am honored to become a part of your community".
Eloise immersed herself in the daily life of the village, quickly discovering that its magic lay in the unyielding optimism and generosity of its inhabitants. They approached even the most mundane tasks with a zest and vigor that was both inspiring and contagious. She watched, awestruck, as they transformed the ordinary into the extraordinary, like alchemists spinning gold from straw.
A sense of wonder enveloped her.
As the days turned to weeks and the weeks to months, Eloise found herself flourishing in her new environment. Her heart swelled with love for her newfound friends, and she reveled in the simple pleasures that life in the village offered. Her laughter became more frequent, her spirit lighter, and her soul more at peace. She knew, without a shadow of a doubt, that she had found her home.
Years later, as she sat on her porch, watching the sun rise over the hills, Eloise reflected on her journey. The village had not only given her a new beginning but had also taught her the true meaning of happiness. "Life," she mused, "is a beautiful tapestry of seemingly ordinary moments that, when woven together, create an extraordinary masterpiece". And with a heart full of gratitude, Eloise knew that she was living her own masterpiece, one golden sunrise at a time.
@@meditationandrelaxation-mu2005 dont start with once upon a time and start in the middle of a tradegy
Thank u for the amazing video😊
Is this good response --The writer use language structure to intrest us as a reader. by an unusal event
which occurs with Mr fisherman, at the end of THe source. Point
it can be seen from the line 34-35.
Where the writer use Juxtaposition, and
shows Mr fisher with an unusal event taking Place with him. as he is experiencing something different, from what he usually do. something out of his daily life. furthermore
" The writer zoom in (z) into the sentence
“tighteng in his disgraph" which shows Mr fisher is experiencing something, which he has not experienced long time ago. and shows mr, fisher as he is evolving and changing from the Start of the source. Therefore as you can see the writer has suddenly change mr fisher
And bring focus on him and Kept the readers
in a pique curiosity of what’s happening next.
Nice