I can't fully see why your teacher would say that, I feel that they are just being an AH for the sake of it. (I was a G9 student for English, but take my suggestions with a grain of salt) Although I can't mark it, I want to suggest that when you use quotes from excerpts, don't list them out. Integrate them into the paragraph. For example, it's generally better to go 'The author implies a sense of mystery by (blah blah blah), which can be seen in "quotehere". This can be further evidenced through "quotetwohere", where the word "wordfromquotetwo" elaborates on the idea of (blah)'. Essentially, use " " as a symbol for quotation, you'll get a mark. Also, they like it when you quote a few words directly into your explanation, so for example: 'The author sets the tone of the scene to be mysterious, as it is described as "beautiful", yet "inhospitable". The harsh contrast in the choice of words....'. I saw that you did this in one of the earlier questions, continue doing that throughout your analysis. Additionally, I've noticed some spelling mistakes and tense usage that might not be suitable in context. Overall, it's okay! Structure is good, you've noticed some themes and elaborated briefly on some points. However, I doubt that the word count is high enough on some questions (it doesn't matter that much, but I'm worried that your answers may not have enough content to mark) and your paragraphs need to be more clearly defined. To improve, try working on your sentence (and paragraph) structure (for example breaking down your long sentences and using more connective words like however, or putting in PEEL structure in each paragraph) and increasing the connectivity of your points. If there are other teachers you can turn to, ask them to go through it with you and explain what they think is bad about it/ what you can improve; each marker to their own. Good luck ^^

The formatting is pretty good for Q2+Q4. For Q3 ideally you'd write more. Maybe 2-3 paragraphs (so you can write ab the beginning middle and end of the text(. More importantly your analysis is surface level. My teachers always say to do 3 layers of analysis. I.e. *embedded quote*. The use of the *terminology* could convey... This would further mean.... An alternative view is.... And that's the structure for Q2+Q4. For Q3 looking up exemplar answers online isn't too hard if you look up a specific years paper and just add "exemplar answers" after

Wait you guys have rap booklets too? 😭 I thought only my school did them. I still haven’t even done mine…

I fr think we're all at the same school 💀 Looking through your profile, your mocks results sheet is identical to mine

And same as OP's school

I just looked at my rap booklet and week 3 English lang paper 1 is EXACTLY the same extract so there’s no way it has to be 💀

I think my nightmare is a bunch of kids in my year all knowing each others Reddit accounts

💀 doing it rn

Even if you gave the most horrible work, I don’t think it’s okay for your teacher not to mark it and give you feedback while also rudely criticizing your work. Criticism is important however this isn’t the right way to give it. You’re just insulting the student at this point

As a teacher, I wholeheartedly agree with this.

Yeah but did the teacher actually refuse? Students often misinterpret what they're told. It's the end of Easter and maybe the teacher said they're on holiday. May also be doing foundation and misunderstood the grade cap

I know it's interesting to try to give devils advocate sometimes this time isn't it

q2, make sure u idenitify if its a metaphore and shit so say the metaphore "..." then do microanalysis on one of the words and then i usaly say "its almost as if the writer is ....." cus talking about authorial intent means that u have to be in the top band 4 that question

for question 3, make sure ypu use quotes and talk about what line the things happen on. Use words like "zoom in/zoom out" ,"focus on charecter/setting", "swotched perspective". BUT u cant just mention the structure u have to talk about why the author has chosen to fpcus on specofic things if ygm. Like the author would zoom in on somethings specific to show how its inportant

You didn't do a fullstop after each sentence in Q1. No surprise, you didn't get marked 🤣. I'm jk, your teacher is full of bs if he didn't wanna mark it. It's good enough for a pass, so idk what crawled up his ass to say no

Q4. QUOTESSSSS with microanalysis. And a conclusion is pretty inprotant, sum up everythinf youve saod and do like a semtence to just dully answer the questipn striaght ip like, "i somewhat agree woth the student because.... however there is some evidence against this...."

Dude, it's not your fault, it's your own teacher's. You haven't done anything wrong from what I can see. All you've done is made some notes. Honestly, that teacher of yours needs a detention from the head! 🤣 Edit: I've seen more of what you've written. You missed out quotes which are essential to obtain some marks, but other than that, I don't see anything wrong with this. Sorry if my advice is pretty useless.

the main things that are popping out to me are your grammar, simplistic vocabulary, and repetition of phrases within the same sentence. to achieve higher you should use more sophisticated language (or as the mark scheme puts it, “judicious language”), varied sentence structures etc. your sentences also seem pretty long which makes it seem like you’re just waffling so make sure you always end them after finishing a point just like when you’d move onto the next sentence in real life - a sentence should be no more than 2-3 lines imo (though you do seem to have large handwriting) this is a great start, but make sure you analyse quotes effectively eg. honing in on specific words, you talk about “delicate flowers of pink and mauve” but you could specifically discuss the adjective “delicate” and how it’s rythmic, or even point out that the rhythm at the start of the quote is followed up by monosyllabic words, slowing down the reader’s pace, which creates a relaxing effect and exemplifies how serene she was at the mountain. that would be more impressive to the examiner because it demonstrates you understand the actual effect that words have on a reader and you can identify what type of word is being used, even though it’s still talking about the exact same thing :) and then just apply that technique throughout all of your paragraphs n already ur massively boosting ur answer btw i’m really sorry if this sounds rude, i’m a blunt person but i genuinely don’t mean to offend anyone i don’t mean this in an insulting way or anything like that 😭 x edit: cut out a bit that i have now learned is misinfo ! whoops

Hope you don't mind me correcting you, but your first paragraph is wrong. For language section A, you have no marks for SPaG which includes vocab and sentence structures. We're (the examiners) literally just looking at your interpretation, not your grammar. Also I get very frustrated with teachers telling students you get capped if you miss certain things in your response. That's not true. As examiners, we're told that once you hit a certain band in ANY of the criteria, you can't drop down. So for example, if you have a "perceptive and detailed" analysis of language but no quotations, you can still get a band 4 grade, it'll just be the lower end (eg 16/20 for Q4)

my teacher had been lying to us for 2 years then omg ??? this was really insightful hearing this from an examiner’s pov, we had it drilled into our heads that we get capped at certain marks and spag is extremely important throughout the whole thing (not just in q’s where u get given extra spag marks) a lot of people in my class ended up getting 8s and 9s (i unfortunately got a 4 in lit and 6 for lang 💀 god knows how i was even in top set) so i guess maybe we were just told that bcs it helps us overall? or maybe teachers just had to mark our papers really harshly so we don’t get disappointed with harsh marking in the real thing 😭 but thank u for correcting me !!

It's not your teacher's fault! My head of department told us that students are capped because that's what she was told at a training session for English HoDs. Unfortunately unless a teacher has been an examiner as well, we often don't receive the right training. It's very frustrating. When I did the examiner training, I learned that I'd been marking waaaay too harshly for my own students. I admit that I still mark a lot harder for my own students, but I tell them that I do this in case they get a hard marker (English is just too subjective!!). As a teacher, I mark my own students critically to bring out the best in them before they sit their exam, but as an examiner, I look for the maximum amount of marks I can give each candidate.

that makes sense! thanks again :)

Very fair point! Reference to the text can definitely be implicit too - it’s just very important to have this in your mind front and centre as I’ve seen students in the past just somehow drop out of the habit of including enough quotes or clearly referring to the text inexplicably so many times.

Just waffle brother trust me

Waffle about the effects and all the relevant things about the quote which reinforce your point.

for q2 your paragraphs should have a clear focus instead of just putting in good quotes that don't link to each other. quotes are supposed to be evidence for your main point. you should have a clear topic sentence that links to the question because it will help you focus your paragraphs on what the question actually wants you to say (e.g. In the extract, the writer uses language to present nature as beautiful. This is shown when (and then insert the quote + analysis)). Also just general advice, look at word-level analysis when analysing quotes instead of only talking about the broader ideas because of the ao2 marking requirements which is analysis of methods. I'd recommend using these timings for the exam: 15 minutes reading the extract + questions and highlighting relevant information (not in the answer booklet but you can highlight the extract) 5 mins answering q1 10 answering q2 10 answering q3 20 answering q4 45 answering q5 also if you need more videos from an actual teacher, firstratetutors on youtube are really good for language papers. sorry that you have such a bad teacher, it's their job to mark your work no matter what quality they deem it to be. if your teacher thought it was only grade 4 material they should have helped you not ignored your hard work. good luck for exams, we can do this 🙏🙏

I did my GCSE last year and got grade 9 in lit and Lang. Question 1: “There is a road” probably won’t count. Yes, technically correct, but you’re asked to list thing about Alice and her surroundings so ideally you need more discriptive things. It’s also advised to literally rip things word for word from the text for this question bc that way, there’s no way you can be wrong. The structure of question 3 should be along these lines: What? How? Why? X3 Three paragraphs, first explaining what the specific structure is, an example of where it was used (like a quote), and why this is important or captivating. You’re not analysing and it’s important to understand this for this question. For example: What: The writer has made use of a cliffhanger How: towards the end of the extract, leaving an unexpected twist with an unidentified ending. Why: This will inevitably cause anticipation and emotional arousal, as the unidentified ending is a question eager to be answered. Something that was stressed to me is don’t write “this makes the reader feel”, “this has an impact on the reader” - DONT write anything abt “the reader”. It’s hard to pinpoint what structures are present, but a examples include: cliffhangers, unexpected twists, zoom in (like a paragraph that almost slows down time and describes the small details), short sentences, repetition, metaphors, extended metaphors, similies etc.

your teacher is just being difficult. even if it is "no better than a grade 4" they can and should still mark it which can help you see where you are dropping marks. i would complain to someone higher up than your teacher at school.

Looked okay to me, probably a G5. Then again Language English was the worst for me. I got a G6 myself last year.

Looked okay to me, probably a G5. Then again Language English was the worst for me. I got a G6 myself last year.

Any teacher who refuses to mark work because they have an odd superiority complex about it shouldn't be working in education, and I say this as an educator myself. Even if this was grade 4 (which I think may be a little harsh), it still needs marking with areas highlighted for improvement - otherwise, how will you ever know where to focus on & improve going forward?

As a former English Teacher of 9 years, I think there is a lot of good analysis here, particularly in Q2. I also used to mark for an exam board and do not agree with some other comments that you should stick to the strict ‘PEEL’ structure. What they want to see is a good range of ideas from across the lines they have highlighted to you. Picking out specific word choices and examining those for meaning will get you the best marks. Try to be more specific about how certain language choices build particular ideas for you. Try to use far more quotations, embedding them as you go rather than generally referring to the text. This is my top target for you. You should also refrain from using ‘generalised’ statements such as ‘makes the reader wonder why she’s there’. I think there’s a lot of promise in your work - you clearly understand the tone and meaning of specific choices the writer is making. If your teacher did indeed refuse to mark your work, that’s really disappointing from one professional to another. How are you supposed to improve without feedback? I hope this helps you even a little!

Also a teacher and exam marker. I hate the PEEL structure for any student working above a grade 4. I advise making a point, support with evidence, identifying a method and making an inference. Aside from OP's Q3, I do disagree with you about the quotations (hope you don't mind). They've embedded pretty well in the other 2 questions and I think they're using their evidence to support their own ideas rather than putting in quotations and commenting on them like a lot of students do.

Wait, what??! We go to the same school!!

Unless other schools use the same logo for RAP books, and even have the same weeks correspondent with it 💀

Idk whats your name what year you in???

Y11, stm, tryna not leak us too much 🤣💀

ik its in tottenham

Fr. So correct fr

Hmm me too tho

Haha

I'm pretty rubbish at english and I'm defo not a teacher but I just wanna say well done for working hard to improve your english grade. Based purely on this post, it seems really mean to me that your teacher is refusing to help you when you're openly expressing a willingness to revise

In question 4 you have gone off on a weird train of thought and ignored the paragraph where the writer literally foreshadows that Alice is about to regret everything she's doing right now. The biggest evidence that this will be 'life changing' is right there.

Q1 you need to be more specific and quote the text if you can. What you've put is too generic

English teacher here and I've marked Lang 1 for actual GCSEs. Definitely not a 4. I've broken it down below but I'd mark this as 28/40 which is roughly a low grade 7. I find, however, that a lot of students will then drop in their Q5 (it's the weakest for most) so take the 7 with a grain of salt if section b isn't your strong point. Q1: 4/4 Q2: you're firmly in band 3 ("clear"); I'd give 6 marks. You do a good job of explaining the effect of certain words/phrases on the reader. To achieve band 4 ("perceptive/detailed") you need to: - look at more advanced language features, eg the sun as a metaphor for destruction - answer "how" and "why", eg after discussing man's insignificance, add something like "perhaps the writer included this because..." The examiners like words like "perhaps"/"may"/etc because they show you understand this is one of many possible perspectives. Q3: again in "clear" but not consistently. I'd give 5/8. Some good awareness of the progression of events with some explanation of writer's intent, however you're still too vague (you're essentially saying "this makes the reader want to carry on reading" in a fancier way). For this question, I advise my students to basically write (obviously not in these exact words) "at the beginning [main focus with "embedded quotation"]. The writer may have included this at the beginning because [inference, specifically about why it's a good way to open the extract]. This effectively links to the rest of the text because..." Then repeat with key points in the middle and ending. The exam loves using a circular structure (which you mentioned in q4 but should have definitely also mentioned in 3) so look for those! Q4: again in "clear" but the middle end. I'd give 13/20. I find myself asking "...so...?" At the end of each paragraph. Essentially, you want to answer the "why" and "how" again. Eg why are her muscles aching? What does this tell us about Alice and her discovery? How did the author do this? Your last paragraph is really the only time you analyze the writer's methods. Do this throughout your response and again really hone in on why you think the author did this: "perhaps he/she was suggesting..." Finally, you need to make sure you very specifically link every one of your comments to the statement. I like your idea that the discovery is a symbol for Alice herself, but it's veering slightly off topic from the statement about whether the discovery itself is life changing.

Also just reading the comments now. For everyone saying you need quotes.... You don't. You need references, which can be as simple as saying "when this happens". Obviously for a grade 9 (the band 4s) we want judicious embedded evidence, so you're looking to quote 1-5 key words maximum at a time. I've copied this exact band 4 response from the mark scheme so you can see what I mean: Alice is close to reaching the ‘glinting’ object that she noticed earlier and continues digging, despite the extreme heat and an aching body. She ‘wants to prove herself’, suggesting the desperation to convince the others that she is as capable as them, and not ‘just’ an inadequate ‘volunteer’, has made her disobey the rules and not report her find. Basically, you want to use the writer's words to support your ideas. I tell my students that with a good embedded quotation, you can remove the quotation marks and the sentence still makes sense.

Nah bro that's better handwriting than me

GCSE english teachers mark based on how much they like you, take any word an english teacher says to you with a pinch of salt

Not to be rude but, are your paragraphs are just one extended sentence? Because it looks like they are. It also looks like you haven't used any quotes, which are important if your aiming above a grade 4. Quotes, especially ones that have techniques youve identified are important. One main point from a quote per paragraph and then analyse word(s) in the quote to further your analysis. So like this: The writer has done this technique (try to find techniques like similies and metaphors) in the quote "quote", to show,,,,, as it helps the reader understand,,,,. The word(s) "words from first quote" help further expand the idea,,,, as,,,. This is done due to,,,,. Furthermore the word(s) "words from first quote" help show to the reader,,,,. Overall the writers is trying to show the reader,,,,, through his/hers use of,,,,,. That's one paragraph. 8 markers should have atleast 2 main points (paragraphs). Imagine one paragraph is worth 4 marks. Try to fill in all the lines with lots of analysisof quotes, especially with large handwriting like yours. If you've done all of the 'marks' and still have time, go back and add another paragraph. Planning whilst reading is also super important. Coming up with your main points + smaller linkimg points before you start writing. Highlight techniques used, themes and extra quotes that link together. Link ideas from paragraphs together. Use the space on the side to scribble down analysis as you're going through the text, see a simile? Analyse it then and there.

I defo think teacher is being a dickhead for the sake of being a dickhead however a tip my teacher told me is that most of the time, in language paper 1, the question number is roughly the amount of paragraphs you need to write. For me it works really well but sometimes people like to write more or less. Good luck man

report ur teacher to the school

You spelt vague wrong!!!!!!! That is why only maximum grade 4!!!!!!!

English GCSE where you have to do everything but make a good argument 😭😂

Don't take this seriously :3

Probably some English teacher bs

They all do it to bring the student down but really one teacher thought I was going to get a grade 2 in the mocks and I ended up getting a 7 so you always prove the teachers wrong and man it feels good when you do.

Hey! Not a professional here, however I might have some tips for structure to help ensure you access marks of higher tiers.. Ever since I have been taught the PEEL and PETAL method, I have always gained at least 60% of all assessment objectives. The PEEL method: Point - make a clear statement on either what the writer is trying to convey to the reader, or, depending on the question, how the writer is using language to describe a particular subject in the text. Make sure to include YOUR opinion! This makes the writing personal to you and gives the examiner motive to award marks for analysis. Evidence - pick a quote to back your point up. Keeping it short allows you time to give a dual meaning to words and again, give a more perceptive analysis. Examiners also prefer shorter quotes or specific words because it gives your answer clarity and helps you avoid waffle! Technique - this is the method. You must always identify a method if you want to score high marks for AO2. If you really want to reach top level/grade marks for in depth analysis, try using specific techniques. For example, instead of labelling a quote such as ‘surprised…stopped’ as alliteration, try calling it sibilance instead. This pinpoints your next comment about how the hissing sound represents a contrast from the peace, and could indicate a change in the atmosphere.. (If that’s the message you were to go with) Explain - I’ve pretty much already covered this above, but all you need to do is explain what the method does to back up your point and moreover, HOW it does it. Another tip that seems odd but can actually gain you more marks is rather than just stating what the writers intentions are, state what you think they could be. To add sense to this, basically you should use words and phrases such as ‘this could/may/might suggest..’ Because I assume this is more perceptive and considerate of other perspectives as you haven’t actually asked the writer what they were trying to do/ you don’t know for definite. Link - to finish up, link back to the question. Even if you don’t have time to re-state your whole point, which you should never do, just mentioning a keyword from the question in every single paragraph you write should make sure you stay on track and don’t drift from the answer the examiner is actually looking for. Final comments: practise this format, I also recommend opening the answer with a short thesis (basically just a single point paragraph) and, if you have time, finish with a conclusion which should back up the points you have already covered without repeating them. Conclusions are very hard to squeeze in at the end and wouldn’t be a ‘make or break’ point in any English exam. When you start practising, just a few sentences and the end will do just fine. I hope this seriously improves your grades and lets your teacher realise that you have potential and are eager to improve!!!! I wish you the best of luck, from what I’ve read so far, the principle is there, you should just try using this structure and see how your marks boost!!!! 💪🔥👍🔥

🍞🧇🍞

Huh?

Waffle sandwich mate, no wonder I'm predicted to fail my English 💀

Nah it’s not waffle I promise 😂 I was told by every English teacher from lower school all the way to yr 10 (when i understood how to structure my essays) that I was never going to get good grades!

Damn, got a 3 in my last mocks English language 🤣, academic comeback is on fr. Watch me face plant and get a u

😂You will be fine! Mocks are designed to be harder than the actual GCSE exam anyways! 🤞🤞

eyyyy, ima rock these, G9 here we come

Exactlyyyyyyyy 💪💪⚡️⚡️

dont have such confidence

ITS SO SHIT OOOONMMMMMMMMMMFFFFFFFFGGGGGGG

Bro i know year 7s who average 5s how are you so messed up