GCSE English Language and Literature Revision Course 2021

So - what is English Language? It’s easy, right? We speak it, we write it. But for GCSE, it’s a bit more:

• It’s the reading and writing of different texts, both fiction and non-fiction, from story extracts through to historical texts from the 19th century.

• You might be given the task of reading or writing a speech, or perhaps a letter or a leaflet. You need to know your texts!

What do you have to do?

• You will have to read and analyse different texts – thinking about language, structure, and ideas. You might be asked to compare, too, depending on your examination.

• Knowing about how texts work will be useful too – for example, understanding different terms (and not just adjective!) and why a text has been written – remember audience, purpose, form… these will be familiar terms.

How will I be assessed?

During this portion of the course we explain the different assessment adjectives (AOs) and provide examples to give you a better understanding:

Reading:

AO1: this is about how you select information and make sense of it – whether it is obvious in a text or not.

AO2: here, you need to explain, comment on and analyse language and structure – and use those techniques you know so well.

AO3: don’t despair – this is compare! This means looking at writers’ ideas to see how they are similar or different.

AO4: evaluate! You might be given an idea to discuss, to see how far you agree with it.

Writing:

AO5: the way you communicate, based on tone, style and content. Often, people think about this as what you write.

AO6: spelling, punctuation and grammar – the nuts and bolts of your writing. If you like, the how.

In this session we are going to concentrate on finding information in fiction texts, something that is an important skill

Key points: For English Language, you are very likely going to be asked to write about a short fiction text – it might be a short story, or an extract from a novel, and very possibly one you have not seen before.

You might have to look for key points from the text, worth a few marks, or maybe focus on something more specific, such as language or structure.

We'll explore how you might approach a fiction text, including:

• Looking at the questions first and work out what you are being asked to do.

• Focusing on different parts of the texts for different questions. For example, the question might say ‘Read lines 1-4 and answer Question 1’ – in which case, just focus on lines 1-4 at this stage.

• You might need to practice some different reading skills – such as skimming and scanning. Wait! Skimming? Scanning? Don’t panic – I’ll explain:

Skimming: getting an overall sense of the piece of writing, such as what type of text it is. You skim through the text.

Scanning: this is where you are looking for more specific information – such as a name, or an age, or perhaps a certain type of word, like an adjective.

• Some information is implicit; other times it might be explicit. And just to check you’re okay with these terms…

Implicit: something that is hidden and less obvious – often, you might have to ‘read between the lines’ (metaphorically speaking).

Explicit: something that is more obvious, like someone’s age or name.

Here we will be looking at non-fiction – and how you can find information in this type of text.

Key points: For English Language, you will need to write about non-fiction texts. Now, this could be something modern and contemporary, such as a speech or a leaflet, or it might be much older – perhaps something from the 1800s, when Charles Dickens was writing. Just to remind you, non-fiction means it is true – it is often fact-based, such as texts we come across in our everyday lives.

The skills you will be asked to demonstrate might be very similar to what you are asked to do with fiction texts. You might have to look for key points from the text, worth a few marks, or maybe focus on something more specific.

Together we will think about how you might approach a non-fiction text, including:

• Looking at the questions first and work out what you are being asked to do.

• Focusing on different parts of the texts for different questions. For example, a question might say ‘Read the first paragraph (lines 1-6) and answer Question 1’ – in which case, just focus on lines 1-6 at this stage.

I talked about different skills, such as skimming and scanning, and also, implicit and explicit information, in the last lesson. These are relevant for non-fiction texts, too, but you will also want to consider things like:

Form: what type of text are you writing about. Is it a leaflet, or a speech, or maybe a letter, for example?

Language: what is the language like? Formal? Informal? And this links to…

Audience: who is your text aimed at?

Purpose: why has it been written? To persuade, inform, explain… etc.

Being able to summarise and synthesise is important. We don’t always need to explain every single detail; instead, it might be helpful to look at key points, and to draw out the main ideas. This is an important skill for life – not just for GCSE English Language.

Key points: When you summarise, you are not just copying out a text – you are looking for key ideas, the points that the reader may really need to know. To synthesise takes things a bit further – this is where you look for the salient points, perhaps focusing on two texts alongside each other.

Let’s think about how you might summarise and synthesise:

• It is a good idea to understand the text/s well, thinking about why they have been written, who they are aimed at, what their key messages are – knowing such information will help you to summarise effectively.

• If you are asked to synthesise two texts, you will need to ‘draw out’ key ideas – such as similarities or differences between both, often on a particular theme. Making sure your response is balanced between both will be helpful, too, so you don’t write more about one than the other.

• Identifying key words is a useful way of summarising and there will be more on this later on.

After this lesson you'll be able to summarise the differences between the lives of the people in an extract we practice.

Knowing your similes from your sibilance is crucial. In this lesson we'll learn about techniques and devices you can use.

Key points: The main thing to remember is that you don’t need to have a tick list of techniques to use. Okay, so you might be desperate to write about alliteration – but if there isn’t any, you’re stuck. You need to show you understand techniques and devices but you won’t get marks for just identifying one. It’s about why they are used, and what effects they have.

When you are looking at a text, whether it is fiction or non-fiction, it is important to consider what a writer has done to make you think in a certain way about a text. For example:

• Have they used a rhetorical question to start off?

• Perhaps there is a triplet, or power/rule of three?

• Maybe there is a series of emotive words being used to impact on you?

The main idea here is to think about why something is being used and how it impacts on you.

When you write about language in fiction texts, there are specific things you might comment on, such as:

• How a character is described, or how they behave; perhaps you might write about what they say – the dialogue that is used.

• You could comment on setting or atmosphere – and how language is used to create certain effects.

• And think back to the last session on techniques and devices – you could look for different techniques to write about but remember: it is not a tick list of seeking these out; it is more important to be original with your interpretation.

Key point: Consider language and how it works – and remain focused on this.

Now we'll explore language in non-fiction texts, where you will be writing about texts that have a very different purpose (to fiction), namely that they are true and often factual. In a non-fiction text, you might comment on:

• Real-life characters – how they behave, what they say, what they are like. is described, or how they behave; perhaps you might write about what they say – the dialogue that is used.

• You could comment on setting or atmosphere, too – but remember these will be real places, such as the inside of a factory or life on a farm.

• Thinking back to the earlier session on techniques and devices will be helpful. Look for different techniques to write about but remember: it is not a tick list of seeking these out; it is more important to be original with your interpretation.

Key point: Consider language and how it works – and remain focused on this.

Language, by now, is probably something you’re more confident with. After all, it’s the nuts and bolts of what we read – the adjectives and the nouns; the description; the way we make sense of a story, or an article. When it comes to structure, students often panic. But there’s no need to! In this lesson we will make sense of structure and give you some helpful hints on what to look for.

So, when we think about structure, key points need to be considered, such as:

• How a text is set out: is there a heading/sub-heading? What are the paragraphs like – short/long?

• What does the text start with? Is it midway through an idea, or right from the beginning? What about the viewpoint? Is it consistent, or does it vary?

• Does the text move forward in a linear way – or does it jump around?

• What about the tense? Is it past, present, future?

• Does the text change – is there some sort of turning point?

• Is there evidence of a cyclical narrative – where the story ends in a similar way to how it starts?

• Structure is something you might need to write about alongside language, or as a separate question.

We will look at a non-fiction text and discuss how could you write about this text, focusing on structure? I’ll show you!

Key point: Consider structure and how it works – and remain focused on this.

This one is heavy and this one is light. One is big and the other is small. I like milk chocolate but you like dark… okay, you get the idea. All of what I have just said is comparing one thing with another – yes? But, in English Language GCSE, comparisons need to go above and beyond comments like this.

So, in this lesson we learn what you are expected to compare?

• You might be asked to compare writers’ ideas and perspectives – for example, do they have similar ideas, or different?

• Different viewpoints are often important.

• Perhaps looking at language, or other features of texts, might be important, too.

• Comparative language is a key part of your toolkit.

If you are looking at differences, you might use words and phrases like this:

• · However

• · On the other hand

• · In contrast

• · Whereas

… and for similarities:

• · Likewise

• · Similarly

• · Both writers.

• · Also

An example of looking at a difference could be: In Text A, the writer uses lots of emotive language, such as the abstract noun ‘tragedy’, whereas Text B is more factual: ‘100 people were interested in the project.’

And a similarity: Text B’s approach is very positive and uplifting – likewise, Text A’s is similar, with the focus being on possibilities: ‘You can make this work!’

So, we have learnt how you might compare texts – and this will depend on what you are asked to do. For example, you might be asked to focus on differences or similarities between two texts – in which case, you will be focusing on a specific perspective. Or, you might be asked to consider comparisons between two texts, their ideas and perspectives, in which case you will be looking at differences and similarities. The important thing is: read the question and know what you are asked to do.

It is very likely that you will be asked to compare non-fiction texts in English Language. Example questions might be like this:

• · The two texts show you the writers’ experiences of eating in restaurants. What similarities in their experiences can you identify? In this case, you would just be focusing on similarities – so remember the key words: likewise, similarly, both, also…

• · Compare how the two writers present their ideas and perspectives about travelling by ferry. Here, you would be expected to look more at both differences and similarities – so you are juggling more details with this sort of task.

It is important to remember, with comparative questions, that you are dealing with two different texts, possibly written at different times and with different intentions, even though the subject material might be similar.

To remind you - comparative language is a key part of your toolkit. In lesson 9, I provided you with some comparative language examples. In this video we look at some of these in practice:

Differences:

Text A is quite informal and colloquial in tone, whereas Text B is more serious and has a different intention…

It is clear that the travel article, Text A, is aiming to persuade readers to visit Cambodia; in contrast, Text B, the editorial, is warning readers about the dangers of some parts of the world.

Similarities:

Both Text A and Text B are informative texts, telling readers about the highlights of California.

The perspective in Text B is like Text A in that both writers clearly respect everything that education provides.

Sometimes, it’s really comforting to have a right or wrong answer – but this does not happen that often in English.

English teachers and examiners are interested in how you can weigh up ideas, and think about your own opinions. You might be familiar with questions that ask things like:

• ‘Both texts explore the damage that humans have on the natural world.’ How far do you agree with this statement?

• The middle part of the story (from line 22-40) explore the character of Milly. A student said that ‘It is clear that Milly is awkward and obnoxious – she deserves to be treated badly.’ To what extent do you agree with this view?

This type of question is where you are assessed on AO4 – you are asked to evaluate an idea and provide your opinions and thoughts on this statement.

Depending on the syllabus you are studying, you might be expected to do this for a fiction or non-fiction text.

If you have followed the sessions so far, you will know that the focus has been on English Language – Reading. You’ve been thinking about why, what and how writers write – it’s the more analytical side of the subject, looking at how texts are constructed. It is now time to move on and get your creativity going even more!

Whatever examination syllabus you are studying, you will be expected to write creatively – often, this will be a description or perhaps a short story. The key thing to remember from the outset is: PLAN! This might be a spider diagram, or a mind map; perhaps you work differently, with a list of ideas, or you like to draw out a flow chart of events. It’s up to you.

The fiction-writing task can take different forms. For example:

• You might be given a title for a story: Write a story with the title The Day I Wanted to Change.

• Perhaps you will be given an idea: Write about a time when you were lost and alone.

• Sometimes, you are provided with an image and you are asked to write about something linked, or inspired, by this image.

• Beginning: Write a story that begins ‘That day was the worst one of my life so far…’

• Ending: Write a story that ends ‘She looked back, realising things would never change.’

Here we explore and give you a better understanding of what you are assessed on e.g. the quality of your communication – what you write, the tone, style and content

Being able to communicate clearly is important. We cover in this lesson how you might do this in the writing fiction part of your examination – which is Part B or Section B:

One of the most important things you can do is consider how to use effective paragraphs – and these are used to:

• Organise groups of ideas in writing

• Indicate a change of focus

• Show that someone new is going to be speaking

• Indicate a change of time

This session focuses on non-fiction. Very much like with fiction texts, you have also studied non-fiction texts – articles, speeches, letters – for example – and written about these. You have commented on language; you have looked at structure; you may well have evaluated a statement and compared ideas and perspectives that writers have.

Whatever examination syllabus you are studying, you will be expected to write a piece of non-fiction – often, this might be a speech, or a letter, maybe an article, or something different. But as I have said before, the key thing to remember is to: PLAN! This might be a spider diagram, or a mind map; perhaps you work differently, with a list of ideas, or you like to draw out a flow chart of events. It’s up to you. You have your own way of doing this and know what works best.

The non-fiction-writing task can take different forms. For example, you might be asked to:

• · Write a post for an Internet forum advising the audience about a particular topic: for example, staying healthy.

• · Write a speech aimed at your year group – this might be able taking a gap year, or finding the ideal career.

• · Write a letter to a magazine giving your views on the state of education in the 21st Century.

• · Write an article for a local magazine persuading readers to take up a new hobby or interest.

This lesson considers what you are writing (the Form); the language you will be expected to you (tip: avoid being too informal – ultimately, you are writing for the examiner); who your writing is aimed at – the audience; and, the purpose of your writing – why you are writing.

In Session 13, I talked about how being able to communicate clearly is important. Well, the same applies here, but for non-fiction. We think about how you might do this in this part of your examination – which is Part B or Section B:

One of the most important things you can do is consider how to use effective paragraphs – and these are used to:

• · Organise groups of ideas in writing

• · Indicate a change of focus

• · Show that someone new is going to be speaking

• · Indicate a change of time

With non-fiction, you need to consider your audience more carefully and you are likely to be given one in the task, such as young people or newspaper readers. There are different things you can do depending on the task an in this lesson we look at some examples.

You’ve heard it all before, many times, probably: ‘i’ before ‘e’ except after ‘c’… capital letters for proper nouns… don’t comma splice! Well, yes, maybe it does sound boring and your brain feels bamboozled with all of the ‘rules’, but it’s important – and worth marks!

So, where is it important on my exam?

Well… it’s important ALL THE TIME, not just in exams, but mainly on Section B – your writing questions. Okay, you can write a great letter, or a compelling story, but do you know your comma from your colon, and your ‘there’ from your ‘their’?

Spelling, Punctuation and Grammar (English teachers love acronyms and SPaG must be in the top ten) is crucial – it’s the AO6 mark which is worth quite a bit. But always be convincing – and don’t overdo it for the sake of it.

Some top tips for SPaG:

Spelling: try to remember some key rules. Examples are: a singular word ending in ‘-y’ usually changes to ‘-ies’ when made plural: reply > replies. Think about homophones and how even though some words sound the same, they have different spellings in different contexts: to the park/too much food/two cats…

Punctuation: Using commas, full-stops, apostrophes and so on really helps with your writing quality. Remember: two cats does not need an apostrophe – but two cats’ food bowls does because you are showing possession. It’s cold is correct – but if I am talking about the windows of a house (its windows), that’s correct.

Grammar: Be consistent – don’t switch tenses. Stick with one tense unless you are deliberately changing for a particular purpose. And it is ALWAYS would have/should have/could have (not of!)

We go through this and more in this lesson

In this lesson we look at the key things that you are assessed on for reading skills:

AO1: this is about how you select information and make sense of it – whether it is obvious in a text or not. For example: you might be asked to extract key information from a text – maybe ‘List four things that you learn about the character.’

AO2: here, you need to explain, comment on and analyse language and structure – and use those techniques you know so well. So, a typical question might be something like: ‘How does the writer use language to give you information about the protagonist?’ or ‘How does the writer use structure to interest you?’

AO3: don’t despair – this is compare! This means looking at writers’ ideas to see how they are similar or different. For this AO, you may well be comparing ideas (differences, or similarities, or both). For example, ‘Compare how the two writers present their ideas about poverty.’

AO4: evaluate! You might be given an idea to discuss, to see how far you agree with it. Remember, it might be: ‘To what extent do you agree with this view?’ or ‘How far do you agree with this?’

The reading part of your English Language examinations will always have a series of questions, each worth different amounts of marks. So do make sure you know how long you should spend on each question – and don’t ignore the higher-mark questions, even if they are tough…

The last session recapped the key Assessment Objectives for Reading – so now, it’s on to the Writing ones. For Writing, there are only two AOs – but they are very important and worth quite a bit on your examinations.

There are key things that you are assessed on for writing skills:

AO5: the way you communicate, based on tone, style and content. Often, people think about this as what you write. So, think about any writing task you have seen, or one you will be provided with: Write a speech for your year group…Imagine that you are locked in an empty school at night. Write the story with the title ‘The Click of the Lock…Write a letter to the editor of your local newspaper… all of these tasks are going to require you to communicate with your audience – and how you structure your writing, the tone you use and the style you adopt, will be important. This is worth more marks than AO6, but the final AO is very important, too!

AO6: spelling, punctuation and grammar – the nuts and bolts of your writing. If you like, the how. This is a key part of your Section B writing responses. It is to do with how accurate you are – how well you can use punctuation – how good your spelling is. Even if you are not too sure about a word’s spelling, it is a good idea to have a go – take a risk.

The writing part of your English Language examinations will give you a few questions to choose from. Remember, over your examinations, you will have the opportunity to write fiction and non-fiction. Make sure you choose wisely and please plan your responses – it’s a great way of making sure you know what you are doing and the direction your writing is going to take.

We have been on a journey, right from thinking about some basic reading skills, through to writing your own non-fiction. You have hopefully got a pretty good idea of where you are at and what you need to do – but remember: you can always re-visit, re-watch and re-learn, if you need to!

Before moving on to English Literature, we have a think about some top tips for English Language. Hopefully this is obvious, but do make sure you are very aware of what your specific examination board syllabus requires you to do.

in this lesson I go through my top ten exam tips:

Reading – Section A questions

• Read the question carefully and make sure you understand what you are being asked

• Check that you know how many marks are allocated per question – and spend time accordingly on different questions

• If you are asked to write about lines 1-4, then do exactly that – not lines 3-5, or 7-9!

• Don’t ignore the bigger mark questions – they’re worth more for a reason!

• Make sure you read the text you are given – and you may be expected to link this to another text, depending on your examination board. Revision is key!

Writing – Section B questions

• You will always get a choice of at least two questions – choose wisely!

• Whether it is fiction or non-fiction, plan out your response.

• Make sure, particularly for non-fiction tasks, that you think about form, language, audience and purpose.

• How well you communicate is crucial – so think about the tone and style, and the paragraphs you use, as well as the language.

• And finally – SPaG! You need to check spelling, punctuation and grammar. The more accurate you can be, the better.

We look at how these top ten tips can be applied in practice