Paper 1 feedback
The feedback on Paper 1 highlights areas of improvement for students, such as precision in answers and careful reading. Detailed analysis of marks and common mistakes guide students on how to enhance their performance. Specific feedback on questions 1 and 2 sheds light on comprehension and analytical skills. Additionally, a sample answer showcases effective language usage in character description. This comprehensive feedback helps students identify strengths and weaknesses in their academic work.
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Paper 1 feedback Total marks: 80 Top mark: 54 Average mark:
Analysis of marks 40 35 30 25 max marks 20 highest mark 15 most common mark 10 5 0 question 1 question 2 question 3 question 4 question 5
Reflect What question(s) did we do best at? Which question(s) did we struggle with? What was our most common mistake? What do we need to do to improve?
Question 1 Feedback Only 7/29 got 4 marks. That s only 24% of you! Most of you understood the text but made silly mistakes. Many of you were not precise enough in your answers. Remember: You can put the answer into your own words or quote directly from the text using quotation marks.
Question 1 feedback Read carefully more than once. He smoked No! It was the man sitting on his arm that was smoking! Be precise: He was the strongest man he claimed he was the strongest man stupendous bicep He had stupendous biceps
Question 2 Feedback Try to identify the type of word you are analysing since this is subject terminology: The word flung suggests The verbs flung and tossed suggest The powerful verbs flung and tossed suggest Try to work through the extract line by line. You must analyse words what do they mean? What do they imply?
Rainbow analysis What does flung her high in the air suggest? What is another word for flung ? What does it remind us of? What key ideas can we link it to? (context not applicable here) In your own words, what does the quote mean How does the writer use language to describe the character of Megalo? What might the writer be trying to tell us about Megalio s character flung her high in the air,
Sample answer (extract) L4 Megala Velisarios is the famous self proclaimed strongest man, however the writer uses a range of language features and techniques to convey a variety of aspects of his character, in addition to his obvious strength. It is his strength and power which the reader first notices. He roars at little Lemoni which is both threatening and powerful, suggestive perhaps of a lion. However, his power and strength are quickly juxtaposed with contrasting characteristics of gentleness and grace as his movements are compared to a swan when it comes into land . The imagery created by this simile is one of fluid movement. Grace is a characteristic usually attributed to a dancer and seems at odds with our expectations of such a strong man, increasing our interest in the character. The writer continues to create an image of strength using powerful verbs such as tossed and flung to imply the ease with which Veliosario can lift and throw. There is an element of theatre suggested when he kisses Lemoni dramatically and the reader begins to see that this character is acting for the crowd. Once again, this is quickly followed by contrasting images of a huge man who pats his little victim fondly and strokes her hair. These gentle verbs are used to show the two very different sides of his character. However, there is perhaps an implication that this too is simply done for show since this all takes place in front of the whole crowd . This is clearly someone who relishes being in the spotlight. This is confirmed later in the extract when he directly addresses the crowd with a boastful cry that he will lift anything that it takes three men to lift . He is clearly fearless and happy to show off his extreme strength.
Question 3 Feedback This is a question about structure, not language. Learn your structural features! Too many of you repeated points you had made on the language question. You need to comment on a range of structural features not just one. Most of you were vague and general because you were not sure what you were commenting on. E.g. this creates an image in the readers mind/ this makes the reader want to read on. DO NOT USE THESE PHRASES they are empty and meaningless. Be specific and precise not vague and general This raises tension how? The writer changes the focus to what? This creates an effect on the reader what does it make them think/feel? Every writer uses paragraphs they are not a structural feature and will not get you marks unless you analyse the difference between them such as tone, purpose, tense, focus.
Atmosphere: Does the mood change? Why? Perspective: Who is telling the story? What effect does this have? Writing About Structure Repetition: Is anything repeated such as words, phrases or imagery? Tense: Is it written in past present or future tense? What is the effect of this? text./chapter Focus: What is the text about? Does this change? What is the effect? What is interesting about the beginning? Dialogue: Is there any speech? Where is it and what is the effect? Paragraphs: do the sizes of them change? Why is this? How do sentences types, punctuation and language change throughout the text? Characters: Who is introduced? When and why are they there?
Question 4 Feedback This is a hard question. One way to approach the idea of how a writer brings a scene to life is to consider the things which make it seem real. Ask yourself: do I feel like I m there? If so, why? If not, why not? Highlight each in different colours. You could focus on things like sights, sounds and smells, imagery, direct speech or dialogue, the emotions being expressed, emotive language, the way sentence structure is used to create emotion such as fear/confusion/excitement, the different events that happen and the characters responses to them, narrative perspective, tense. Some of these things are to do with language and some are to do with structure Write each one of your ideas up in a PEE+E paragraph This question is based on an extract not the whole source! It s likely to be easier to agree with the statement and state your reasons why rather than disagree, but you can present a balanced argument. It should be possible to write 4 detailed paragraphs.
Critically Evaluating is easier than you think Analysing/interpreting/judging Mrs Gibbs once said that Mars Bars are the best chocolate bar in the world. This is because they taste great . To what extent do you agree? Consider your own impression of Mars Bars Analyse how this impression is created Evaluate whether or not they taste great Support your opinions with evidence It s fine to combine all these elements into one PEE+E paragraph
Example It can be said that Mars Bars are the best chocolate bar in the world. Firstly, this is due to the delicious chocolate coating. The chocolate is finely tempered and evenly spread over the entire bar, creating a pleasing contrast with the smoother filling and adding to the great taste .
TOP TIP Manage the time you need to spend around 22 minutes on this. That s as long as questions 1,2 and 3 combined! Plan this answer: make a list of things that make you feel like you re there, and things which don t. Address the question straight away.
Question 5 describe Feedback Generally a real lack of planning, consequently stories were over- complicated, rambling and confusing. Not reading the question closely enough: what were the key words? E.g. friends, shared event, different reactions, expression of feelings Not using a range of descriptive features. Not structuring the story well. Make it clear which question you are answering (some of you combined the two!) Give your writing a title if one is needed! When describing the picture, be creative, don t simply analyse what is in the picture. This is not what the question is asking you to do. Use your imagination e.g. imagine you are there in the picture, what can you see/hear/smell? How do you feel? What are you doing?
SPaG feedback Most common mistakes: Homophones: there/their/they re Use commas to separate clauses e.g. Having a job may help young people to learn how to be responsible, but it can also cause stress. Apostrophes of omission: I m, it s, I ve, we re DO NOT USE APOSTROPHES FOR PLURALS! Avoid run on sentences use coordinating conjunctions or punctuation (for, and, nor, but, or, yet, so). Not using commas to separate clauses. Not using quotation marks. Not using a rangeof punctuation for Q 5 (?! ,.:; -)
Exam words & phrases Paper 1 List Look in detail Structure how has the writer structured the text Think about Focus on Consider Evaluate Support To what extent Paper 2 Refer to Summarise Convey how has the writer conveyed Compare Support Argue
Paper 2 feedback Total marks: 80 Top mark: Average mark:
Analysis of marks 40 35 30 25 max marks 20 highest mark 15 most common mark 10 5 0 question 1 question 2 question 3 question 4 question 5
Question 1 Feedback 96.4% of you got 4 marks! Well done.
Question 2 Feedback Read the question! You are asked to summarise the differences in the places that were visited. It s worth making a list of the characteristics of each place so that you can easily spot the differences.
Question 3 Feedback Language analysis this means that you need to analyse language! Generally a lack of analysis and terminology.
Question 4 Feedback This is a tricky question because at first glance, it seems very similar to question 2 and 3. It is, however, distinctly different.
Q5: Paper 2 argue and persuade Use a high impact start to engage your reader. Make it clear in your first sentence what side you are arguing for. Read the question! Who is your audience? Tailor to meet their needs (tone, vocabulary etc.) Use a range of techniques - not just rhetorical questions. Structure your argument include 3 strong separate reasons why you think what you do. Give examples, back up with evidence/quotes/facts/personal stories etc. Make stuff up! Use the source to inspire you if possible. Avoid repeating yourself it s boring! Learn homophones: their/there/they re (no excuse for these kinds of mistakes use wall posters!) Read good examples of arguments: see blog.
