Posts

1A - Reflections on the Examiner Report

  A-Level English Language Section A What Top Band Answers Actually Do Based on the high-level exemplar responses in the Pearson Edexcel examiner report. 1. Write 4–6 solid comparative paragraphs Top answers usually had: about 4–6 main paragraphs each one comparing BOTH texts together Avoid: ❌ writing half the essay on Text A and half on Text B Do: ✅ compare constantly throughout Good example: Both writers construct masculinity differently, with Text A using direct emotional disclosure while Text B hides vulnerability through humour. That is much stronger than: Text A uses emotional language. Text B also uses emotional language. 2. Include LOTS of language analysis in every paragraph High-level responses packed analysis into each paragraph. Aim for: 3–5 language points per paragraph You might analyse: word choices tone sentence types pronouns modality discourse markers humour interruptions semantics formality 3. Use terminolog...
Post a Comment
Read more

1B - Surviving Archaic Texts (Resource I found online - probably AI but it's good advice!)

  Resource: “Surviving Archaic Texts” — how to still analyse when you don’t fully understand them If archaic texts feel confusing, that’s normal in exam conditions. The key point is this: you are not rewarded for understanding every word — you are rewarded for what you can safely infer and analyse . Even “partial understanding” can produce strong AO2 marks if you handle it strategically. 1. Start with what you can always do: spot control words Even in difficult archaic texts, certain words reliably carry meaning: Imperatives (commands): “Know”, “Attend”, “Obey”, “Depart not” Modals : “shall”, “must”, “will” Pronouns : “thou”, “thy”, “ye” Even if the sentence is unclear overall, these immediately tell you: it is instructional / authoritative it is likely hierarchical in tone the writer is controlling the reader 👉 This alone can support a solid analysis point. 2. Translate roughly, not perfectly You do NOT need full comprehension. You need a function...
Post a Comment
Read more

1B - Hitting A* grade paragraphs

  Resource 3: A* Paragraphs — richer analysis, more embedded examples, sustained comparison + selective theory At A* level, the key difference is density of analysis : you are not just identifying features, but constantly unpacking multiple words and phrases within a single comparative line. You also keep theory supportive, not dominant , and ensure every paragraph shows sustained comparison throughout . Example Paragraph 1 (Lexis + authority + Giles Accommodation Theory) One significant difference between Text A and Text B is the way lexical choices construct authority, reflecting changing expectations about power and communication. In Text A, the phrase ‘thou must obey thy master without question’ uses archaic pronouns ‘thou’ and ‘thy’, which immediately create distance and reinforce an older hierarchical register. The modal verb ‘must’ encodes absolute obligation, while the noun ‘master’ carries connotations of ownership and control, positioning the reader as subordinate. T...
Post a Comment
Read more

1B - Hitting A/B+ Paragraphs

  Example Paragraph 1 (Lexis + semantic change + deeper context) One significant difference between Text A and Text B is the shift in lexical choices used to express authority, reflecting changing social attitudes towards hierarchy and obedience. In Text A, the phrase ‘thou must obey thy master without question’ uses archaic pronouns ‘thou’ and ‘thy’, alongside the modal verb ‘must’, which creates a strong sense of obligation and absolute control. The noun ‘master’ reinforces a rigidly stratified social structure in which authority is unquestioned and socially normalised. In contrast, Text B uses the phrase ‘you should follow instructions carefully’, where the modal verb ‘should’ introduces a softer level of obligation and allows room for interpretation. This semantic shift from enforced obedience to advisory language reflects broader social change, particularly the decline of overt hierarchical authority in modern institutional discourse and the increasing expectation of individu...
Post a Comment
Read more

1B - Hitting B/C grade paragraphs

  Resource 1: B and C Grade Example Paragraphs — doing the basics and getting through it What the basics are (what examiners are looking for) To reach a secure B/C level in comparative language analysis, you need to consistently do five things: Clear comparative point : make an explicit link between Text A/B, Text C/D etc. (don’t just describe one text) Accurate linguistic terminology : use terms like imperative, modal verb, archaic morphology, hypotaxis, parataxis, semantic shift, register, pronouns Relevant evidence : short, embedded quotations (not long chunks) Some language framework awareness : e.g. lexis, syntax, semantics, pragmatics, discourse, grammar Contextual awareness : link language change to social factors (e.g. audience, class structure, education, modernisation) A strong paragraph usually follows this shape: Point → Evidence → Terminology → Comparison → Context Example Paragraph 1 (Lexis + semantic change) One difference between Text A and Text ...
Post a Comment
Read more

1B - Don't panic about CHANGE - Keep it SIMPLE

 As discussed in yesterday's lesson, if WARTS (Words (Lexis), Attitudes, Relationships, Tones, Structure) is too much to remember and apply, then simply remember that these THREE issues will likely present themselves in MOST older texts they can throw at you. 1. ATTITUDE - A change in ATTITUDE towards the topic at hand - usually displaying a far more judgemental or oppressive tone that we'd expect today. You'll pick out examples of this archaic attitude, explain which words in particular would be problematic by today's standards, and then compare it to some more sensitive language in the modern text. 2. STRUCTURE - You'll likely see structure and sentence types which are difficult to follow, with the text probably not being paragraphed how you'd expect (different topics or instructions being discussed in the same PG), and LONG COMPLEX SENTENCES with multiple subordinate verb clauses, which would be considered confusing by today's standards.  You'd give e...
Post a Comment
Read more

1B - Full walkthrough

  📝 Exam Guidance: Section B (Language Change) ⏱️ Timing Total exam: 2 hours 15 minutes Recommended time for Section B: 15 minutes – reading 55 minutes – writing 🧩 Introduction Structure Your introduction should: Introduce both texts Include: Audience Genre Purpose Clearly highlight key changes over time ❗ Do not analyse in detail yet 🧱 Essay Structure Introduction 3 paragraphs on Text A 3 paragraphs on Text B Conclusion ✅ Include brief comparisons throughout (AO4), even within single-text paragraphs. ✍️ Paragraph Structure (Minimum) Each paragraph should include: Topic sentence focused on CHANGE (Make sure at least some mention CONVENTIONS) Evidence + analysis Further analysis (linked to audience/purpose) A comparison to the other text 💡 Example Paragraph (Model Approach) One clear change between Text A and the modern period is its reliance on a harsh and authoritative tone, which would be seen as...
Post a Comment
Read more