The Basics [Needful at GCSE]

There are a number of people who are asking me to go over the basics of English language again; nouns, verbs, adjectives etc, but it is not that simple really. It is all well and good knowing what each one is but it is how it works, at three levels, that you need to be aware of. 

Recently, I was asked to write a complete text for a website where you register and then do a course of work. I did one for RE and then did one for Year 7 English but I feel that this content  could be useful, if edited well, here, for you all to see and learn, especially if you are learning English as another language. For some of you, it might be your fifth language or so, so here, without further ado, is the abridged version, just giving the facts, not the tasks the website will ask you to do. 

GCSE Basics: English

As with anything, we have to start at the beginning, so this course will be in three parts, looking at Word Level words and how they are used. Then it will develop into Sentence Level work, where we will look at how sentences are formed, using certain things to aid meaning and clarity. Finally, we shall look at full Text Level work, where you will be asked to read certain extracts from stories and answer questions based on those three levels mentioned; word, sentence and text.

Happy studying!

Word Level

At Word Level, we tend to think we know a lot of words in English, so we do not need to know any more apart from a few new words we may learn from each other as we grow. Comments such as “Why do I have to do English?” are heard by me every year in the classroom, but you do need to learn what the different elements are, how they are used and how you can use them to really make your writing [and speaking] shine. The first port of call therefore, has to be the good old noun in all its common and Proper mannerisms.

As you may know, there are two major types of noun, the Common Noun and the Proper Noun. Learning which is which is very easy.

Common Nouns

A common noun is a name of something that we take so much for granted, namely an every day object like a pen, or a pencil, or a table, or a computer. They are common to us so we call them common nouns.

How many common nouns can you think of? Write a list and see if you can get past 30 common nouns. A little tip is this: if you end up putting a capital letter to the word, like a name of a person, then you have done it wrong. Common nouns do not have capital letters, usually.

Proper Nouns

A proper noun is a little bit more special than the mundane things of life because these are things we give names to, like places or people. Hence, we say we are going on hoiliday to France and that we are going with Natalie and James. Each of those three names are proper nouns because they are named things, or people.

On another sheet, make a second list, of all the names of people you know and all the places you have visited. Once again, a little tip is this: if you forget to add a capital letter, you have got it wrong.

Regular Plural Nouns

The word “plural” means more than one. So, when we write the word shoe meaning a single shoe, we add an S on the end to mean two of them. We then write shoes. Similarly, words like knife means one knife, but then we have to add something on to the end of that to signify two or more of that item. But we do not always simply add an S on the end. If a word that ends with fe like knife, then we change it to knives to mean more than one item. There is no such word as knifes. The same is true if we write a word ending with the letter F like leaf. When we write about more than one, we use the word leaves as in the leaves of grass. But what about the word story? I hear you thinking. Well, the same is true to that of words ending with “f” in that we change the ending of the word again. This time, we change story to stories. The addition of the ies at the end is significant. There is no such word as storys and before you think of a big tall buidling with many floors, that is the word storeys. A different word entirely.

Possessive Nouns

A possessive noun is a word that means something or someone belongs to something or someone. That sounds a bit strange I know but when we write the words the professor’s hat fell off his head we are in fact using a singular possessive noun because the professor is one person, a single person, so the noun [either used as a common or proper] is about the one person. If we write that the professors’ hats fell off their head then we are writing about more than one professor and more than one hat doing some falling to the ground.

Does that make sense?

Pronouns – Personal and Antecedents

A pronoun is used when writing and we are always using someone’s name in the writing. If you read a story and it said Sarah did this and then Sarah did that, followed by Sarah was amazing, before too long it would get really boring, so we add words like she and we and he into the writing. An Antecedent is a word that is directly related to the pronoun, such as her if we write the sentence Sarah walked to school with her friend.

Subject and Object Pronouns

What is the difference between her and she? They are words that can be used in a sentence and if they are used wrongly then the sentence will not make sense at all. Consider this sentence for a few seconds:

They all went to the cinema with her.

It makes perfect sense when said or read out, but put the wrong type of pronoun in there and you get “They all went to the cinema with she.” Suddenly, no sense is being made. We know, because of those rules we learnt about in Primary School, that it is a bad sentence.

Subject and object have to match each other too, so it seems, in English language writing. But sometimes, the one that catches people out is the difference between the use of I and me in a sentence. But the Queen, with her perfect English, never says My husband and me does she? This is because she knows how to use those two words correctly.

There is also the idea of compound subjects and objects where pronouns are used. That sounds difficult to grasp, but it is not. Don’t worry. Here is what it means. Think of the difference between using the words they and them. Which would be used where, to make perfect sense? Would you write it was their choice and them made it quickly? No? I did not think so. Again, this is where the right choice of word is important.

Possessive Pronouns

These are words such as our or their or his or hers. They are pronouns used in English to show that something belongs to someone or something. For example, if we write the sentences: These footballs belong to the boys only. They are their footballs, then the word that is a possessive pronoun is their because it shows belonging. How many words can you think of that you can use in contexts like this?

Reflexive Pronouns

A reflexive pronoun is used when the object of a sentence is the same as the subject. Each personal pronoun, such as I, you,he and she, has its own reflexive version, such as I/myself, or You/yourself/yourselves. Do not worry. It is not as hard as it sounds.

Intensive Pronouns

An intensive pronoun is a word that emphasises or intensifies the noun or pronoun. They are used to make an impact to the reader. They can have this effect on any noun or pronoun. For example, when we use a sentence like there was no chance to do this as a team so I did it myself it is the word myself that is emphasising the noun and making the writing more powerful.

That sounds hard but it is not.


An adjective is a word that describes something else. For example, the very simple sentence of The cat sat on the mat does not have any adjectives in it. It has an object, a cat and it is doing something, so there is a verb in there as well as a noun in the words cat and mat. But what kind of cat is it? What colour? What gender? How long is its hair? If you add one adjective in, usually before the noun, you can then get The black cat sat on the mat. If you add another, before the word ‘mat’ then you can write The black cat sat on the brown mat. In this way, you are describing something in extreme detail in your sentence by using one simple word.

Have a go at thinking up as many adjectives that can be used within that one sentence. Add one in each sentence until the sentence becomes far too much. Please remember also, that you need to use a comma [we will cover these later] to split the adjectives up.

Example: The black, furry, ferocious cat sat on the brown, slippery mat

Now you have a go and see what you can do to make it better. If you get to 5 adjectives for cat and 5 for mat then the sentence will be very long, so be careful. Too many adjectives can be a mistake.

Task: Make a list of nouns you can think of [names of things]. Then, create sentences where those nouns are given adjectives to describe them. See of you can get 10 nouns and 10 adjectives.


A verb is a word that we might call an action word or as some people say, a doing word. It is the word in a sentence that tells us that something is happening. For example, the following sentence has a verb in it.

The boy walked to the school as fast as he could.

Which word is the verb, or the action word? Is it walked? You got it right! Well done. Verbs tell us more and give us more detail in the context of a sentence. They allow for more detail and for more action.

Verbs can also be considered to be transitive or intransitive. When a verb is transitive, it is followed by a direct object which is the pronoun, noun or noun phrase that receives the action of a verb. To find the direct object, ask “what” or “whom” the verb is acting on. An example of this is below:

Peter stroked the cat.

Peter stroked his cat. What was it that got stroked? His cat? The verb stroked is transitive because there is a direct link between man stroking and cat. When the verb is intransitive, there is not a direct link to an object. See the sentence below:

Kevin walked along the corridor. What, or whom did Kevin walk? No-one. Therefore, the verb walked is intransitive.


The word contract means to squeeze in or reduce, so when we think of words that can be squeezed, we call then contractions. These are words such as should’ve and she’ll when we would write should have or she will. Below are some examples of others that can be used.

We’ve: we have Could’ve: could have He’s: he is

They’d: they would Won’t: will not Weren’t: were not

Wasn’t: was not Wouldn’t: would not Shouldn’t: should no

Which is the best way to write clearly? With a contraction, or without? You decide!


An adverb is a word that adds to a verb. It is as simple as that. An adverb adds meaning to a verb. For example, the verb walked can have the word slowly after it to show a little more about how something is being done. A simple trick is to learn and remember as many words that end with -ly like slowly or quickly. There are some exceptions to that rule but largely, these words tell us something more about the action taking place.

Words like faster can also be used in this way, when we say that one boy ran faster than the other. The word ran is the verb and faster acts as an adverb, telling us how this has been done. How many words like this can you think of? Make a list of them somewhere.

Relative Pronouns and Relative Adverbs

As before, one thing has to relate to another in a sentence. Where there are pronouns and adverbs it makeas sense if they match within a sentence. A relative pronoun is used to connect a clause or phrase to a noun or pronoun. You see them used everyday with the most common relative pronouns being: who, whom, which, whoever, whomever, whichever, and that. For example, we can write a sentence that says my car, which sadly broke down, is only two years old. The word car is a noun. The word sadly is an adverb. The word broke is a verb. For the sentence to make sense, all those words have to relate to each other. In the sentence used just now, which words relate to each other?

We use the words who and whom in different ways too. A famous book was once called For Whom The Bell Tolls and was a huge success. The word whom is used to refer to the object of a verb or preposition. When in doubt, try this simple trick: If you can replace the word with “he”’ or “’she,” use who. If you can replace it with “him” or “her,” use whomWho should be used to refer to the subject of a sentence.


Prepositions are words that tell us where something is or where something is happening. An example of this is the sentence The girl put the doll below her desk to hide it from her teacher. The only word in that sentence that tells us where something was put is the word below.


The comma is the bane of the English teacher, the one thing that is guaranteed to raise the blood pressure when students get them wrong, so it is important to know the basics of what they are, how they are used and how they can be abused.

The first thing to know is that a comma gives you the chance to take a breath when reading. Read the following in one breath and see what I mean.

The way that the driver was driving as dangerously as he was going down the road was a cause for concern for the Police Officer so the officer decided the do something about it and decided to capture and arrest the driver.

Without any commas, it is one long sentence and is very hard to read without taking breath. With commas, in the right places, the meaning is intensified. See below.

The way that the driver was driving, as dangerously as he was going down the road, was a cause for concern for the Police Officer, so the officer decided the do something about it and decided to capture and arrest the driver.

Suddenly, the sentence makes sense and is easier to read and understand. The thing to remember is that these are used to break up a sentence so as to aid meaning. If they are used correctly, then they help us understand what is written more clearly.

Task: Put the commas in the right place in the section below:

As soon as the hammer had fallen the buyer knew he had won the auction for the painting so he raised his hand which had in it a card with a number on it and stated his name so that the auctioneer could take down his name.

One thing to remember is that you should never put a comma before the word and.


Some people call apostrophes ‘flaoting comas’ because they seem to float above the line you are writing on, but whatever you call them, there are two types to remember and they are the omission and possession ones.

These two types of apostrophe do two different jobs. When you omit something it means you leave it out so when you need to leave a letter out of a word, for example, out of did not you merge the two words together to get wouldnot but then take out the o and add an apostrophe in there in its place, to make the word wouldn’t.

As a GCSE Engolish teacher, I tell my students never to use the apostrophe if they can do it, apart from when writing a story and someone is talking. This is because an apostrophe is an act of brevity, of shortening words down and therefore, not Standard English, or what we might call Queen’s English.

There is a problem though when someone has a name ending with s like James. Modern English users seem to think that you can write St. James’s Street but they would be wrong to think so. It should be St. James’ Street. There is no such thing as a word with s’s as its ending.

So, two types of apostrophe.

Omissive – where something is omitted, or left out

Possessive – where something is owned by someone or something

Apostrophes are important to master, but it is possible to write without them at all. For example, a person might say the following thing:

There wasn’t really a way that we shouldn’t do the thing our manager wanted, but he wasn’t very good at being treated as if his team wasn’t able to take his orders, so we decided that we couldn’t go against his wishes and went with what he wanted in the first place.

If you took out all the apostrophes, what words would you add back in to make it into completely Standard English? Have a go at writing the sentence out, by putting the letters that are missed back in where they belong. Then you are writing using word level knowledge, writing full and detailed sentences in the correct manner.

Remember: If you do not need to use an apostrophe, do not use one!


Word processing systems like Microsoft Word, ask us to break two words up sometimes by using a dash [-] so as to make it make sense, to the reader. But the truth of the matter is that dashes are not used very often, but you do need to know how to use them.

Sometimes we write the word email as e-mail. This is because the letter at the beginning stands for the word electronic as in mail. So how do you know how and when to use such a rare thing as this?

Think of a dash being used as the opposite of brackets, which separate something off from the rest of the sentence. The dash emphasises what is coming next. If we used brackets, or parenthesis, as it is called, we might write the following:

The rain in Spain [which is always violent] always falls on the plane.

Now imagine the brackets not there. What else can you use where the brackets are? You can use a comma and you can use a dash. Thus, the sentence might look like this:

The rain in Spain – which is always violent – always falls on the plane.

So always think about the point you can emphasise something and try using a dash instead of a comma. See if it works.

Titles And Capital Letters

Whenever we use a name of someone or some place, we need to use a capital letter. Names like James, Peter, Sarah, Joseph or Steven all need to have a capital letter to make sense. If you write robert or susan, without the capital letter, then you are using bad English. Likewise, we name things like books using capital letters as well. Sacred texts like the Bible need a capital letter, as do place names, like Paris, Rome, London and Athens. To not use them would be wrong. Finally, names of the days of the week, or the months of the year all need capital letters.

Whenever you begin to write a sentence, think about the noun rules again. Are there any Proper nouns in there, that need capital letters? If so, then use them. Use them well and your writing will improve rapidly.

There are more things you could learn on your own, like articles such as a and the and how they are placed into a sentence, but now, we move on to sentence level work. You now know what each word does in a sentence. Now, we look at how we put all of those together.

Sentence Level

Sentence Types

You might think what does the subheading here mean, but the use of the word types. Well, words and what they do are important to know, but how to correctly string them together, so perfect sense is made, is more important than that. I know some French words but I do not know, sometimes, how to put them together in a sentence, mainly because in French, the words are used in opposite order to those in English.

In English, the sentence is the King. A sentence usually begins with a capital letter, contains a few words or a lot of words, some form of punctuation like commas and semi colons and then ends with a full stop. If it does not have a capital letter at the beginning and a full stop at the end, it is not a sentence. Simple as that!

A sentence can be declarative, in that it can declare or say something. It can also be interrogative, in that it can ask something, like a question. It can also be imperative, in that it stresses that something must be done and it can exclaim, usually with a [!] at the end. It is making a statement, forcing a point home.

Tenses – How Important Are They?

When an English teacher mentions tenses he or she is talking about the way something can be talked, or written about in the past, the present or the future. For example, we can say that The boy walked to the shops which would be a past tense sentence because the boy walked. It has already happened so it is in the past. We can also write Superman II is a brilliant movie to watch which would be written in the present tense because we write about film and literature as if it is in the now, the present. Likewise, I go to work to make a living is also a present tense sentence. Future tense sentences are those where we write things like Remember, what I promised to do, I will do for you. When we say we will do something, it usually means it is to happen in the future.

Can Tenses Be Mixed?

The answer to that is yes. Books like Angela’s Ashes do this throughout the text. They use sentences that mix and merge tenses and they are very difficult to read. A simple rule is this: Present tense for writing about literature, books, poems etc. Past tense for telling stories and future tense when talking about the future. Try not to mix them! 

Sentences – Accuracy Is Important

Can a fragment of a sentence be a sentence? In the Bible, there are the words Jesus wept. It is a single sentence and is two words long. So, a very short sentence can be created, usually for effect of some kind. But a sentence usually has a Main Clause and a Subordinate Clause inside it. Being able to locat them is the right tool to have at your disposal.

A main clause is what it says, the main part of the sentence. A subordinate clause is subordinate to the main clause and usually adds detail to it. For example, read the following sentence:

The boy stood on the burning deck!

Which is the main clause? The answer is The boy stood because it tells us what is happening. A boy is standing. But where is he standing? The subordinate clause is the thing that supports the main clause, to add more detail. Thus, on the burning deck is used.

Note how you can use The boy stood and then add a full stop. But you cannot use on the burning deck as a full sentence.

Task: Write 3 sentences, each with a main clause and a subordinate clause in them. Circle the main clause and underline the subordinate clause. The longer, the better.

Simple, Compound Or Complex Sentences

Sentences can also be categorised in three different ways. A simple sentence is what it says. It does what it says. The black cat sat on the mat is a simple sentence. They are usually short and to the point. Compound sentences are those that have more than one object or subject, more than one thing happening. Connective words like whereas or therefore are used to extend the sentence out, to develop its meaning. A complex sentence is then something that contains a number of subordinate clauses in support of the main clause.

If you wish to develop your writing skills, then you need to think about the sort of things you are writing. How much detail can you add into a sentence? How much do you need to add in? Is it really necessary to overload a sentence with adjectives when three will be enough?

Shifts In Verb Tense

Verbs can be very awkward to use in a sentence when they are words like gets or got. Each of these words is a verb even though it does not look that way. They are not words like walked which are easy to see and locate, or even write about in an exam. But nevertheless, they are still verbs, but they can be mixed up. See the sentence below:

The crowd cheered as the girls received their gold medals.

The word received is the verb but you could write got their medals into the end of that sentence as well and it still makes perfect sense. If however, you was to add the word gets in there, then it would be a bad sentence because the sentence would read as: The crowd cheered as the girls gets their gold medals. In an exam situation, this would be a terrible mistake to make.

Text Level

At text level, one has to consider a number of things. These are lexis, semantics, syntax, and graphology [sounds more like A Level, I know]. We need to take each one in turn and consider what they mean at the level you are studying. You will no doubt read, in Year 10, a novel by a modern writer in the English language, like Michael Morpurgo, who has written many stories like Kensuke’s Kingdom. His writing is excellently crafted and in any test, you would be required to write about how the writer has done a specific thing when he has written something down.

In a test, you will be given a short extract, what we call a comprehension activity, whereby you read the text, look at a question and then write an answer to that question. In your later years, in GCSE, you will be taught how to do this, but you will need to look at those three levels again; word level, sentence level and text level [the whole text ot a short extract].

But what are they and how are they used?


Lexis, or lexical choice, is the choice of words a writer uses to say something. When Charles Dickens begins his novella A Christmas Carol, he does so with these words: Old Marley was dead, to begin with! He does so to grab the reader’s attention. What kind of sentence is it? Look to the exclamation mark at the end for a clue. How many words does the sentence have? Does that make it a simple, complex or compund sentence? Now you begin to see why knowing about these things is important to you.

Lexical choice extends to you as well, as a writer. Your choice of words in the beginning of a short story about a ghost will be defined by the amount of words you know. That is your Lexicon, your library of words if you like. You would not be expected to use words I know when you do not. Likewise, when you begin to write a poem, the success of the poem may depend on what words you know that rhyme with another word.

On a text level, what you need to do, when writing or when writing about someone else’s writing, is consider the words used and how they are used. Where is the emphasis? Which words stand out more than the rest? What effect do they have on the reader, or on you? That is what is meant by text level understanding of the English language.

Task: Think of three words that are powerful and then create a complex sentence for each one.


Semantics is something that is involved in what the meaning is of something or some piece of writing. If we talk in terms of semantics, we do so by saying that the writer of a piece of writing means to say something, or do something, but the trouble with meaning is that it is subjective, in that one person can think one thing and another can think something entirely different, based on reading the same words. Such is the power of the written word. What does the sentence The young lady wished she was not there on the dock of the bay mean? Does it mean that there is a lady who is standing on a dock in a bay but she does not want to be there? Or does it suggest something else entirely? The decision is yours and yours alone.

When Dickens begins a novel with It was the best of times. It was the worst of times does he do so to show that there is good and bad in all things and in all times? Maybe. But we can never be too sure. When you write something, do you know what you are goig to write before you write it? Such is the valley of semantics because anything written can be taken in more than one way by another person.

Task: How many different meanings can there be of this phrase? The boy on the other side of the fence wore striped pyjamas.


Syntax is all about sentence structure. How has a writer put something together when he or she has been writing a story, or an essay, or a powerful, political speech? Sentence structure is important, because writers use things like short sentences, for effect, on purpose at times. Writers also use a variety of sentences; simple, complex and compound, to create a paragraph that is good to read, entertaining as well as fulfilling.

Sentence structure is important. One thing I ask my class to do is read the opening of A Christmas Carol. They are asked to count the sentences to see how long, in words, they are. Try it now.

Marley was dead: to begin with. There is no doubt whatever about that. The register of his burial was signed by the clergyman, the clerk, the undertaker, and the chief mourner. Scrooge signed it. And Scrooge’s name was good upon `Change, for anything he chose to put his hand to.

Old Marley was as dead as a door-nail.

Mind! I don’t mean to say that I know, of my own knowledge, what there is particularly dead about a door-nail. I might have been inclined, myself, to regard a coffin-nail as the deadest piece of ironmongery in the trade. But the wisdom of our ancestors is in the simile; and my unhallowed hands shall not disturb it, or the Country’s done for. You will therefore permit me to repeat, emphatically, that Marley was as dead as a door-nail.

Some of the sentences are really short, whilst some of them are very long, with added detail. Why do you think this is the case? Is it for effect, or to make it easier to read, or to make it so that more detail is given about a person or thing? All of those answers are correct. Dickens starts like this for a reason, to set his story out for the reader. As a student in a test, you will be expected to write about this in detail.

Task: Copy out the best sentence from the text above and then write a few words to say why you think it is the best. Try to mention all these elements looked at so far.


The final thing you need to consider at text level is this; graphology, or the use of paragraphs when writing professionally, or even when you are writing a piece of work for your teacher.

Paragraphs aid reading, for anyone and anyone who chooses not to use them, or use them incorrectly, as a student in school or college, is asking for a bad mark in a test or exam. Any professional writer who uses them wrongly is making it difficult for us all to read their work clearly and effectively.

Paragraphs should, usually, be new bits of writing based on two things; a movement in time, or a change of subject. Just think if I asked you to write about your day so far. You might write about waking up in the first paragraph. Then, in the second, you might write about what you had for breakfast. In the third paragraph, you might mention the journey to school or college. Each is a new subject so should be a new paragraph. Likewise, if you began by stating that the time was the morning, when you write about what you did at lunch, it should be a new paragraph.

One way to start a new paragraph is by using something called discourse markers which are words, or phrases, that make us move on as readers. Words like firstly, secondly, furthermore, moreover and subsequently are all used at the beginning of a pragraph and help the reader to understand more of what is being written.

As a reader yourself, you may be asked to read something and then mention how the text is laid out, how it appears in equally [or not] formed paragraphs, each using discourse markers to begin a new part of the text [and so on]. You should be able to mention that any short, single line paragraphs are used for effect by the writer. Likewise, you need to learn how to structure your paragraphs well, to aid meaning and understanding more.

Task 1: Write about what you did yesterday, using 5 paragraphs of 6 lines each [30 lines]

Task 2: Write about your story, stating how the writer [you] have created this piece of work [use as many of the elements we have studied in this unit so far.

Once you have done all these things, you should have a better idea about what goes on in a sentence, how they are structured and how writers, like Dickens and Morpurgo, use language to great effect. 

Now get writing about how they do it! 

Happy reading. 


Monologue – The Wizard of Oz

Someone challenged me today, without knowing it, to help them with a monologue they had to do for a performing arts audition for Level 3 at college next year.

Did I know some good monologues? I came up with a website for her, which had the following monologues contained therein…

Peter Pan – Dramatic Monologue


Boy, why are you crying? You say that you are not crying? Oh, yes you are. What is my name? Wendy, Moira, Angela, Darling. What’s yours? Peter Pan, is that all? Oh, it is. In that case, I’m so sorry. Where do you live? The second star to the right and straight ‘till what? What a funny address. I ah mean, is that what they put on your letters? Well if you don’t get letters, you mother must get… You don’t have a mother? Oh, Peter.

Charlie and the Chocolate Factory – Dramatic Monologue


(Chewing ferociously on gum, waving arms excitedly, talking in a rapid manner, from somewhere in audience) I’m a gum-chewer normally, but when I heard about these ticket things of Mr Wonka’s, I laid off the gum and switched to candy bars in the hope of striking it lucky. Now, of course, I’m right back on gum. I just adore gum. I can’t do without it. I munch it all day long except for a few minutes at mealtimes when I take it out and stick it behind my ear for safe-keeping. To tell you the honest truth, I simply wouldn’t feel comfortable if I didn’t have that little wedge of gum to chew on every moment of the day, I really wouldn’t. My mother says it’s not ladylike and it looks ugly to see a girl’s jaws going up and down like mine do all the time, but I don’t agree. And who’s she to criticize, anyway, because if you ask me, I’d say that her jaws are going up and down almost as much as mine are just from yelling at me every minute of the day. And now, it may interest you to know that this piece of gum I’m chewing right at this moment is one I’ve been working on for over three months solid. That’s a record, that is. It’s beaten the record held by my best friend, Miss Cornelia Prinzmetel. And was she ever mad! It’s my most treasured possession now, this piece of gum is. At nights, I just stick it on the end of the bedpost, and it’s as good as ever in the mornings.

ANNE FRANK – Dramatic Monologue

Look, Peter, the sky. (she looks up through the skylight) What a lovely, lovely day! Aren’t the clouds beautiful? You know what I do when it seems as if I couldn’t stand being cooped up for one more minute? I think myself out. I think myself on a walk in the park where I used to go with Pim. Where the jonquils and the crocus and the violets grow down the slopes. You know the most wonderful part about thinking yourself out? You can have it any way you like. You can have roses and violets and chrysanthemums all blooming at the same time! It’s funny. I used to take it all for granted. And now I’ve gone crazy about everything to do with nature. Haven’t you? (softly) I wish you had a religion, Peter. Oh, I don’t mean you have to be Orthodox, or believe in heaven and hell and purgatory and things. I just mean some religion. It doesn’t matter what. Just to believe in something! When I think of all that’s out there. The trees. And flowers. And seagulls. When I think of the dearness of you, Peter. And the goodness of people we know, all risking their lives for us every day. When I think of these good things, I’m not afraid any more. I find myself, and God, and I… We’re not the only people that have had to suffer. There’ve always been people that’ve had to. Sometimes one race, sometimes another, and yet…I know it’s terrible, trying to have any faith when people are doing such horrible things, but you know what I sometimes think? I think the world may be going through a phase, the way I was with Mother. It’ll pass, maybe not for hundreds of years, but someday I still believe, in spite of everything, that people are really good at heart. Peter, if you’d only look at it as part of a great pattern.

Peter Pan – Dramatic Monologue


How still the night is. Nothing sounds alive. Now is the hour when the children in their homes are a-bed. Their lips bright- browned with the goodnight chocolate, and their tongues drowsily searching for belated crumbs housed insecurely on their shining cheeks. Compare with them the captive children on this boat. Split me infinitives, but ‘tis me hour of Triumph! Peter killed at last and all the boys are about to walk the plank. At last, I’ve reached me peak! All mortals envy me- no little children love me. I’m, told they play at Peter Pan, and that the strongest always chooses to be Peter. They force the baby to be Hook. THE BABY!

How would you handle these when delivering them? Would you take a word or two at a time, to really get the emphasis over well? I hope so, because that is what successful delivery of a monologue is all about; dramatic emphasis. Words of power brought to life by your acting!

These were from that website, but then, I became more and more challenged to write one of my own, so I asked her, what is her favourite story, or film. The answer came back as The Wizard of Oz, so I asked her her fave character and she said Dorothy.

So, without further ado, I set to writing a two minute monologue that she could learn, take her time with when delivering and master quite easily. Here it it… see if you can hear Dorothy’s voice, from the film at any point in this selection of words.

Dorothy’s Monologue

There comes a time when we have to learn something, as children and young people and I have just learnt a very important lesson in life. You see, for all the so called friends, who say they will support you and then, when the going gets tough, fail you, there are some people who you cannot do without.

Imagine finding such a friend in a cowardly lion too afraid of his own shadow, or a clanking, clunking rusting tin man, minus a heart, or a brainless scarecrow so intent on trying to be brainy? Well that just happened to me in ways that I would not have thought possible, as we pitched battle against an evil wicked witch intent on killing me, fought off trees that wanted to keep their own juicy, ripe red apples and battled little grey, menacing, monkey creatures that even flew!

Yes, flew! Unbelievable, I know!

But it happened. I can assure you. It was so unreal, like it was part of a strange, weird dream. Like someone had managed to put a dream into my head, against my wishes, where nasty creature after creature challenged me to think of how to get home. I was so stuck you see, thinking I had to get home to Aunt Em and the farm. I had to bring Toto back home. I simply had to!

And the odd thing about it all, the thing that I learnt the most, that I now know to be true, is that there is no place like home. There’s no place, like home! That’s where the love is. That is where truth is. That is where family are! That is the place to be.

There’s no place like home!

Go on, have a go at writing one of your own from your favourite film or story. Add it here, or on the FB page for this website, to share with others. It will be gratefully received I am sure. 

9-1 Grading Explained

If you have taken an exam this year then this site may explain how those 9 through 1 grades will be awarded a little more for you. Your teachers may have explained it, but just in case, here it is…

It is the Pearson Edexcel version but will be standard across the others as well, give or take a point.



If you have studied GCSE English at any level, 9 through to 1 or A* through to G, then you will have seen the word “Structure” pop up from time to time. How does a writer structure this, or that? How does this speech show a level of structure that is different from the rest etc?

Sometimes, when you read a text and then you get a “structure” question, the lights can begin to go out as you think to yourself what the hell is going on here. Don’t worry. It is normal to be like this for unless someone explains it in a way you can understand it, then it will always be something that is beyond you.

This blog aims to do just that, to explain one way of looking at a piece and then applying yourself to the dreaded “structure” question. It is not as difficult as you would think. So, you have a text. It has got words in it. Obvious, I know. But have you ever stopped to think how those words are put there, in the order they are in, on purpose? Well, if you haven’t, then you need to start thinking of it now.

Structure, you see, means just that, how a text is built and just like that other thing you build, a house, it has several elements to it. Just as the house has foundations, so too does a piece of writing. Now, as I type this, I am not consciously thinking I know, I will write a short sentence here … adding the words ‘he fell’ as one sentence just for effect. No, I am writing, thinking of four things as I write and that is structure. What is in the mind of the writer when he or she is writing?

PS. If I was writing a story for you, I would add very short sentences in there.

Think poetry for a moment. A good poem has a style, a rhythm, a pace and only so many words on a line can be there, or the intended effect is lost. The same is true with prose [stories] as well, or with speeches. Indeed, it is the same with anything ever written. So when you look at something new next, stop and think for a moment; what was this person thinking or planning when they wrote this? What was their reason for writing it? Was it to teach, to entertain, to persuade people [the MLK speech ‘I Have a Dream for example]?

What was the reason?

To analyse a text when looking at structure, try to do so in 4 ways. This is especially true of AS and A2 level English as it is here, in GCSE terms. Given a text, whatever it may be, think word, sentence, paragraph, text. Keep repeating it now…


How has the writer used words; individual, strong, stylistic words for effect? In the Bible, there is a 2 word sentence, “Jesus wept.” It is written for effect. It is written to convey the real bitterness and sadness of the event that has gone before it. It is a reactionary phrase, a reactionary verb phrase if you will. Likewise, if someone wrote “he then plunged to his death” on one line, for effect, instead of two words being used for effect it is now six of them but look at each one. The word plunged is a powerful word, evoking an image in the mind of someone drowning, perhaps in the fear of the moment when falling. That is what I mean by looking at certain words, at a word level of usage.

Then there is sentence level work in a given text. Just as very short sentences are used to great effect, so too can they be extended, built on to really impact on meaning. Consider Dickens for a moment where he describes the fruit on display in the shop windows in A Christmas Carol. He does so in extreme detail. There are pages of writing just describing something that can and will be eaten that day. It is really quite technical language as well so when ever I taught the text, I read that bit because the students, aged twelve, found it too hard. After 5 years of teaching it one lad asked me how many times I had read that bit. “Far too many” said I. So write about how a text has simple and then complex sentences [use of colons, semi colons etc, more than basic punctuation skills] for effect.

Explain that effect.

Then go on to paragraph level analysis, looking at how a paragraph is put together. It might start off simple; easy words to lure you in to reading it further and then gradually get more difficult to read. Again, Dickens can be like that. No room for laziness when it comes to Charlie Boy. So, look at the length of each sentence. I did this with someone recently and he saw that the four sentences in the one paragraph had exactly the same amount of words in them; fourteen words. As a paragraph therefore, it was an evenly spaced and well constructed paragraph. This is how you can analyse in close detail and reflect how the writer has planned the thoughts out well.

Then, look at the whole text level. Does it have moments of fun, levity, light heartedness? If so, then how does it build up to them? Does it do so using some of the ideas we have seen and looked at earlier? Is it a case of building up tension by lengthening the sentences? Or vice versa? If so then you have a technique being used so share it. Explain how this works and the desired effect, how you see it and do so, writing about how the writer has therefore, put all of this together to form what is good [or not] literature and be prepared to criticise it for your ideas are what get extra points.

But above all, do not forget that mantra; word, sentence, paragraph, text. 

Safe writing folks!


Have a go at writing this, about how the writer, Charles Dickens, structures his opening to A Christmas Carol. [Use the mantra]. Post it underneath for me to share please.

Marley was dead: to begin with.  There is no doubt whatever about that.  The register of his burial was signed by the clergyman, the clerk, the undertaker, and the chief mourner.  Scrooge signed it: and Scrooge’s name was good upon ‘Change, for anything he chose to put his hand to.  Old Marley was as dead as a door-nail.

Mind!  I don’t mean to say that I know, of my own knowledge, what there is particularly dead about a door-nail.  I might have been inclined, myself, to regard a coffin-nail as the deadest piece of ironmongery in the trade.  But the wisdom of our ancestors is in the simile; and my unhallowed hands shall not disturb it, or the Country’s done for.  You will therefore permit me to repeat, emphatically, that Marley was as dead as a door-nail.

Scrooge knew he was dead?  Of course he did. How could it be otherwise?  Scrooge and he were partners for I don’t know how many years.  Scrooge was his sole executor, his sole administrator, his sole assign, his sole residuary legatee, his sole friend and sole mourner.  And even Scrooge was not so dreadfully cut up by the sad event, but that he was an excellent man of business on the very day of the funeral, and solemnised it with an undoubted bargain.

The mention of Marley’s funeral brings me back to the point I started from.  There is no doubt that Marley was dead.  This must be distinctly understood, or nothing wonderful can come of the story I am going to relate.  If we were not perfectly convinced that Hamlet’s Father died before the play began, there would be nothing more remarkable in his taking a stroll at night, in an easterly wind, upon his own ramparts, than there would be in any other middle-aged gentleman rashly turning out after dark in a breezy spot — say Saint Paul’s Churchyard for instance — literally to astonish his son’s weak mind.


Springboarding #2

For those who do not know, I am a huge Doctor Who fan, or a Whovian, as they are known. I am not quite a Geek in the sense that I can tell you what happened in episode 6 of the Tom Baker episodes, or even, what Rose said in Chris Eccleston’s first episode when her Mum first saw the Doctor, in her flat, whilst in her night dress or robe. But, I love it to bits.

So imagine my delight when I saw on Facebook yesterday, the chance to write for the BBC via something called Mixital [link below at the end], a story concerning the Doctor [and Bill and Nardole, for those in the know]. They are asking for people to write their own stories, or screenplays. Indeed, they give you the format to use should you wish to get trapped into that style of writing.

I had to have a go!

But it reminded me of the term “Springboarding” that we use in teaching English and I know, or suspect, that I have done another post on this matter, on how to do it, somewhere on this site, hence the #2 label here.

So, what is springboarding again?

Simply put, it is where I [or the exam board] give you a start line, or an end line of a story. Sometimes, it can even be a picture and then you have to write something based on it. I love the ones where I give a single sentence and the students have to plan and write a story that ends with exactly the same line. It is a fabulous KS3 writing exercise so that by the time they get to KS4 and GCSE, it is second nature to them.

Well, this story that the BBC wanted us all to write got me thinking, as any good springboarding thing should. What is my favourite monster from the show? Add that in as the scary element. Then, tease the reader, by only giving them the first instalment. Better that way, to leave them thinking what will happen next? 

Now, I do have to confess something here. I did not ‘plan’ this using any technique. It just came straight out of me. I let my creative juices free and within 40 minutes, had written just over 1,000 words.

Here it is…..

The Visitor

Nardole was the first to notice that something very strange was happening. His senses began to tingle as he heard the faint noise coming from the Doctor’s study and as he pondered on what to do next, he then saw the foot prints trailing to the entrance door. But these were not ordinary footprints. These were footprints that trailed something else with them; small pools of water.       Something inexplicable was happening, or, as Nardole thought, the plumbing had gone, causing a minor flood somewhere; a student would be in there, moaning as usual. As he strode cautiously towards the door, he was then bombarded by a different sensation, a smell so wicked that even he, with his lack of sense of smell, was able to pick up on it. It was the unmistakable smell of fish, or salt water that somehow, had been left to go stagnant. Whatever was in that room was smelly and by the looks of the marks on the floor, a potential danger.
    “I think I should perhaps go and do something else,” he said, more to himself, trying to avoid what might become a tricky situation. And as he got to the door, he wished he hadn’t, for he was faced with a sight he had never seen before in his life, a sight so hideous that all of his senses became acutely aware of how terrible this was. Just as he was about to utter a stifled scream of terror, he heard that usual, quirky voice, telling him all was well.
    “Ahh, Nardole. Where have you been?” asked the Doctor. Nardole simply froze where he stood, a slight look of annoyance now forming on his face.
    “How am I supposed to know when there is something wrong, or when someone is here with you who may be dangerous, when you invite anyone in here?” Nardole was not pleased, but he quietened down at the thought that whatever this creature was was obviously not that dangerous.
     But what was it? What creature could stand there, dripping water, smelling like a stagnant pool and with a face that seemed to be nothing but eyes and gills? It was not a pretty sight at all and he reeled at the thought that he might have to get to know this one, or at least help him out.
     Was it a ‘him?’ He was not even sure of that now, but he relented long enough for the Doctor to tell him that this was a distant relative of a species he had encountered some time ago, in “another lifetime” he said. Nardole knew that that meant in another body, at another time back in the Time Lord’s existence, so he did not ask when and where and how. He just shrugged his shoulders and responded with a “Hi” that seemed half hearted in its extreme.
     “Nardole. Will you take this fellow down to the T.A.R.D.I.S for me and let him into one of the bathing areas please? He needs the water.”
     The Doctor never said “please” any more. It was a sign that all was not well but that he was being nice for a reason, hiding something from the creature, for now, avoiding the point or the opportunity for action by creating diversion. That was his usual way. And Nardole knew him well enough to agree and ask the visitor to follow him.
     “Walk this way,” he said, offering the Doctor a raised eyebrow and a smirk that suggested irony and a little bit of sarcasm, in an effort to lighten the situation. The creature followed, amiably enough, squelching as each foot hit the floor on the way out. For Nardole, it was a humorous moment in a stressful day. Working with the Doctor was beginning to pay its toll on him. Time, for him, was running out, but when would be the best time to leave the Doctor to someone else? That was his dilemma. That was his problem. That was the decision he would soon have to make.
     Just after this brief meeting, Bill walked in with her usual fresh expression of delight, offering the darkened room a little bit of light into the recesses of what had just gone before. She had seen Nardole heading off down the corridor, followed by someone she thought had some form of issue with his room in the halls of residence. That had to be the problem, so she did not ask.      “Hiya,” she offered, “How are things with you today?”
   The Doctor remained silent, as if he was in some form of trance, thinking things through; what is the next move? How does this situation resolve itself? With all these things rushing around inside his head, there was no wonder he was distracted, for his mind was racing with all sorts of possibilities.
    “Bill,” offered the Doctor.
    “Yeah, are we feeling tired or something,” she replied, “Because you are usually so much more bubbly than this, brighter if you know what I mean?”
    “Oh yeah, just fine. You know me. I battle all manner of aliens and always come out on top. A single Sea Devil is not going to worry me.”
    “Errr, what? Sea Devil? What’s one of them?” Bill was beginning to worry.
    “Oh, just someone I met a long time ago and who has now appeared again. You just missed him. He’s the one responsible for the water trails on the floor.”
     By now, Bill was officially intrigued. A real life Sea “Devil” to contend with. It was all too much for her to take, so she asked that fateful question.
    “Oo-kay,” she said, “I think. What is a Sea Devil and how do you know them?”
    This would be a long story, told in four sections, interjected by three terrifying moments at the hands of the Doctor and the mysterious visitor! By the end of the day, Bill would feel real terror, the sort that brings on the fight and flight sensation, the sort of experience she would never forget. If she thought robots with faces that projected emojis were strange, she would soon choose to opt for said robots over a Sea Devil, any day!

This is something that once I had the challenge and a thought about which monster to use, appeared in my mind, but the trick was to take every step as logical as possible. Yes, I had to start at the top, at the left and then indent every paragraph. That, as has been said on here many times, is how the marker will expect to see it in the exam. They will drop points if you leave 2 line gaps between paragraphs [as I am doing when typing here].

Yes, I had to use direct speech skills, like indenting speech, using the ” and the ” where necessary, along with the correct punctuation inside the speech marks. Note the full stops! But in the end, once I had those skills learnt, the writing of it was so much easier for me. That is why we try to teach you the skills needed, to make the exam writing easier and much more fun.


Yes, I believe you can have fun when you write. Whether you are doing AQA or Edexcel or OCR, all of which I have seen their sample material, they all seem to be veering towards the use of free writing [stories] in their creative section of the exam.

So, if you get the chance to write something creative on June 6th, let the creative juices free to flow. Free your mind enough to be able to be as creative as possible, so that you can write something that is not only good, but accurate also. You never know, it might be the difference between a 4 [low C of old] and a 5, or even a 6 [B of old].

Happy writing!

For the Mixital link, see here:

Section B Task – New Exam Paper [AQA]

As preparation for the new exam coming in June, one of my students and I took a look at the new sample materials on the AQA website and there, in all its glory, was the new style of Section B task, an either/or task rather than the usual two tasks as before. In the past, the first task has been worth 16 marks and the final one worth 24 [total of 40 marks] but now, there is just a single task worth 40 marks [24 for the piece and 16 for SPAG – spelling, punctuation and grammar].

The task on the exam paper read as: Write about a place that is severely affected by bad weather [or something like that]. This is his response, done in two one hour sessions. See how many things you can spot in this…


Castleton was always such a bright, beautiful and picturesque place. It was located in the heart of the North Yorkshire Dales, south east of Whitby. It had a population of 525, before the decision was made to build a residential care home.

It was a lovely, scorching, summer’s day, a typically normal day, until the colossal, grey clouds came rumbling and rolling in over the hills. Then the rain started bouncing down heavily, which was fairly unfamiliar for this small village but nobody thought anything of it and carried on with their day. But, as it gradually started getting worse, farmers were forced to pack up and go home and the small village turned into a ghost town; not a soul in sight.

The torrential rain was getting worse by the minute, floods were starting to form in the valley which was beginning to flood. People started to panic as it worsened, when all of a sudden, disaster struck; the power in the small village became faulty, causing power cuts to begin in every home, one after another. As the floods developed into torrents of water being spread everywhere, people started fearing for the people in the new care home that had just been built. As there was no power at that time, the elderly people were worrying, not being able to see much or see a way to get out of their problem.

The care home, which was located just at the bottom of two hills, was now in danger as the rain came running down the valleys, directly into it. The home, as well as the village, had never seen weather like this before. But there was nothing anyone could do with the power loss. The rain had deteriorated that much that it had started to wear away at the hillsides; mud was starting to fall down towards the little village. In this day and age, another Aberfan was unthinkable, surely, but the brute power and force of the water as it gathered with the silt and the soil, transformed it into a mire of dirt and decay.

The villagers all knew that a landslide begins to fall downwards and if it did here, then the new care home would soon become buried. The locals sat there in their homes, looking out at the sheer ferocity of the rain water in total fear as they realised just how helpless and hopeless a situation it had become. In just over an hour, the peace and beauty of their village had been turned into a catastrophe of clay and mud; they all knew that they could not do anything.

Then, all of a sudden, a gigantic piece of granite stone began rolling down the hill, sliding its fearful, frightening way from the top of the brow, directly towards the care home. Stunned villagers who were still out in the rain watched in amazement, some videoing the event as it happened, not thinking of their own safety. And when the final thing happened, they all saw and marvelled at the power and intensity of nature as the care home vanished under an avalanche of mud.

Would there be any survivors of this tragedy? Only time would tell.


Well done EH.

New Exams Are Here – Paper 2

Okay, so you have taken the first new style GCSE English paper and you are preparing for the second one. What should you expect?

AQA have an example on their website. Here it is, broken down for you, to knock all those fears on the head.

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These first two are the first external source, like the ones of old, but instead of 3 of them, there are only 2 to read and answer questions on.

The second one is below…

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So, above are the inserts you are required to read for this exam. You have 15 minutes to read through them and check the questions or tasks that need to be answered.

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Once again, look at this front page. Note the times are the same as Paper 1, the marks the same, how you are assessed on reading in Section A [PEED chains etc] and on your writing in Section B [SPAG marks included]. No dictionaries allowed.

Then look at the first task. This is new.

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It is simply a case of shading in the right areas. But make sure you get it right. Facts are one thing. Opinions are another.

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If the first task is worth 4 marks, then 4 need to be shaded but now this is worth 8 marks so even though a summary is to be written, it has to be done clearly and properly. Could you get away with a line down the middle of the page and ideas from both men on either side?

I think not! As a marker, there is no way I would mark high if this happens.

Then comes a question that asks you to refer only to Source B.

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It is another of those “how does the writer use language” exam questions but note please, the marks have gone up to 12, so 6 good points fleshed out by 6 good quotes and developed explanation and all should be well.

Then comes this… worth 16 marks. Note how the marks are going up each time.

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Now, we get to something that we are used to in the past, a ‘compare’ task, where you have to show how both people do certain things in their writing. For 16 marks, I would expect 8 good, well rounded points with 8 equally good quotes, well used and well explained, in extreme detail.

This will be the question that makes the difference in this section of the exam!

With this done, section A is complete and yet again, the same [or similar] time management structure applies as in Paper 1. That would be 5 minutes for Q1, 8 minutes for Q2, 12 minutes for Q3 and 20 minutes for Q4. I would advise this slightly different time frame because of how the marks are different for each question as compared to Paper 1.

Then comes Section B.

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As in Paper 1, you have a single written task to plan and execute well. Paper 1 was creative writing in Section B. This is more argumentative and therefore, more difficult. It sets the premise that homework has no value and should be banned. 24 marks are given for ideas on page, how well thought out etc. 16 marks are for spelling, punctuation, grammar, paragraphing [see 2 rules for paragraphing and stick to them] etc. You can so easily write a good set of ideas and write them poorly and score very low on this part of the exam, if you do not paragraph your work clearly, with indented paragraphs and no lines missed.

NB: Write it as you would type it and enjoy doing the resits in November or doing the entire GCSE again the following year.

The task asks you to explain your point of view about homework and its merits. Yes, of course, some students do not do it and are chased by teachers all year long. Others get older ones to do it for them and do not learn. But on the other hand, homework is something that can aide learning, if used correctly. So, plan and prepare on the first page in section B and then write the thing well.

Once again, an easier exam than in previous years, in my humble opinion and one I would relish having a go at, if only I was a student again.

Remember: Be brave. Be the best. Let the markers have all the stress!

New Exams Are Here – Paper 1

Have you been fretting recently? Have you been concerned about the style of the new exams? If so, read on, for this is the first sighting of the new 2 paper style of GCSE English, taken from the AQA website. Below appears a series of photos and then a short explanation, for anyone to understand. I hope they make sense.

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This first one is the new formatted front sheet to Paper 1. Note the 1 hour 45 minutes. Note also that the inserts we are used to are included inside the exam paper. Only when we get to Paper 2 do we see external inserts to quote from. Note also how the marks are split and the 15 minutes reading requirement. That is not 1 hour plus 15 minutes. It is 15 minutes to read the inserts and 45 minutes for each section. Less writing, fewer pages but a greater need for accuracy.

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The two pictures above are one insert, from a story by Daphne Du Maurier and are to be read and then, students are to answer questions. Below is Q1.


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Can you remember the first task on the F paper from last year and the years before? That was a simple list of four things. This is the first question, an easy one to get you into the paper. 4 things means 4 points. Only write two and you only score two. Simple!

Then come the harder questions.


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This is one of those “how does the writer use language” ones, where you have to mention any stylistic devices used, any alliteration, similes, metaphor etc. This is where the PEED chains begin. Note the amount of marks has just doubled, so 4 points made, 4 bits of evidence and lots of explanation and development and you get the full 8 marks. A half hearted effort here can mean the difference between one mark and the next, a 4 and a 5, or even higher.


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Then you get Q3, which is again worth 8 marks. This one asks about writing structure, how attention is focused by the writer to the reader, about how and why things change at some point and any other features you see and can make mention of. So far, in 3 questions, you have the chance to score 20 marks.

Then this happens.


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This question is now worth 20 points so here is where you will lose some marks if you mess it up and do not write what you should.

It is based on an opinion of how the writer brings the characters to life. Now, it does not matter whether you agree with it or not, what you have to do is write about it, so do not get hooked up on agree or disagree. It asks how far you agree, so you have to think where you stand on the matter and then write a balanced argument for what you think to be the case. It says you have to support your ideas with reference to the text, so PEED chains still in operation.

With the first 15 minutes of reading time and these 4 questions to answer, you are forced into a time frame as follows:


5 MINS – Q1

10 MINS – Q2

10 MINS – Q3

20 MINS – Q4

And when that is done, you have done the new Section A of the new first exam!

Now, in the past, Section B has been 2 tasks; one worth 16 marks and the other worth 24, with 25 minutes and 35 minutes being advised for each one respectively. Here, your Section B is a single task of 45 minutes [and that includes planning].

Power of Y planning takes 5 minutes, so you have 40 minutes maximum, to write the thing, but what is it to be?

See below….


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You have a choice of 2 tasks, not the other thing that I am sure will happen [where some berk will try to answer both tasks in 45 minutes – it has been tried before now so please just do one task].

Your either/or in this instance is really a brilliant one when it comes down to it. If you chose the description based on the picture, then you have all the imagery there in the picture to be able to plan and write a lovely descriptive piece. If you chose to do the second one instead, where you have to write the opening part of a story about a place that is severely affected by the weather, then the options are limitless and this is why the new exam is trying to do that for you as student.

Think for a second!

Pathetic Fallacy and Foreshadowing allow you to begin with bad weather, rain, gusts of wind, leading into a possible ghost story like The Woman In Black. If you are a Doctor Who fan, then episodes like Knock Knock come to mind, or Blink, where there is rain. Or perhaps, you choose something that you know. I went potholing once down something called Jack Pot [yes, it was called that] in Derbyshire. It is literally a 5 foot hole in the ground that you climb down, but if it rains, it fills up, so my story could be about a potholing disaster where the hole fills with unexpected rain and how the adventurers try to survive against all odds.

With all this done, you have completed your first new style exam. In essence, it is a lot easier than the previous ones of years gone by, so I foresee raised levels of success. If teachers, like me, do their job right as they prepare their students for this, then percentage rates of 5 and above [4 = C of old] will forever increase, so long as the government do not have heart failure and knee jerk their way into something else.

So do not panic. Be brave and prepare for Paper 2 [see next piece on this site].






Trouble at ‘T Mall

If you ever wondered why John Cooper Clarke finds his way into anthologies with his poems, here is why, seen today on social media. His words are simple, straightforward, funny as hell and brilliantly played.

GCSE English: The Myth Buster #1

GCSE English is never meant to be easy but the government, in their wisdom, have made the exam boards here in the UK make some changes this year. Two of these are discussed below.

#1. The 9-1 Marking Scheme

Since the arrival of the linear exam, where no coursework and no marked speaking and listening is taken in to account [SL still is done but with no points], what you as a student are left with is a total examination mark, but now, instead of one exam, there shall be two. Exam boards differ but generally, they all follow similar guidelines.

The old way of doing things was A* through to G and a U if you came for two hours and wrote your name [you know what I mean]. A grade C has always been the benchmark for the next step, for going on to AS or something else or not even bothering. “I need a C” has been the stressed statement from students all my teaching career. On average, I have helped 84% get that C but I despair for the other 16% who did not get it. You see, they worked hard and got the grade they deserved.

Now, we have the 9-1 system and no one seems to know what a C grade is any more. Newsflash folks! No such thing as a C grade any more. No point in clinging on to the C grade for it will not return. Now, you have to concentrate on simply scoring the highest number you can overall, which leads me to the next point; no texts allowed in the exams.

#2 No Texts Are Allowed Now In The Exam Mum, Honest!

I wonder what your reaction was when son or daughter came home, or when teacher said this…

No need to fret.

See this below and really take a hard look at it several times. It is important.


I am having heated discussions with friends and acquaintances who have GCSE year sons and daughters who are moaning at me [as if I am the reason it has happened] saying why is it that students are not allowed to take their poems into the exam any more, or why can’t they take their Shakespeare text in? Or why cannot the school provide students with clean, unmarked copies of the poems any more? How is my son going to remember an entire Shakespeare play at his age? How is my daughter expected to know 15 poems completely, in her head, so she can quote from them? The stress is too much. This is the point when the arms and hands are waved wildly out of  control like Kermit the Frog losing it with Miss Piggy.

But there is no need to stress at all! Ask why the parent screams that. Possibly because they got all the help they needed. Ask why the student screams it. All sorts of answers are available, some good and some not, but there is no need to stress at all.

Here is why.

If you look very closely in the picture above it uses the word “and” right in the middle of each one. It first says that dependent on which it is; Shakespeare or the 19th Century Novel, there will be an “extract.” No need for a book for that is there? You answer the question based on what you see in front of you. Then, you answer using the rest of the knowledge you have of the play or the text. Some folk are screaming blue murder about this. It’s too hard for my daughter. It’s too much stress.

No it is not. Not if they learn how to do this properly!

Now, ask yourself this question and answer it honestly, but who goes into an exam about Romeo and Juliet, or Macbeth, expecting an extract comprehension and does not know what happens in the rest of the play so they can write that little bit more into their answer? You have to either have not studied [sickness for example] or had some reason why you have not got your head round the book. The other person is the one that in class has “swung the lead” and not really tried and then, when told by their teacher that there are no texts included to help them, they panic, which leads me onto the next point.

#3 To Panic, Or Not To Panic…

There is absolutely no need to panic about any of these two exams. Let me show you why with a randomly found bit of text from Macbeth.


This is the bit where Lady Macbeth gets the letter from her husband who when she saw him last, was Thane of Glamis. She reads, before this, that King Duncan has made him Thane of Cawdor [more title and lands] and that three weird women were involved [witchcraft element] in the foretelling of it. She then says farewell to a servant and thinks this on her own, on stage. Thoughts are silent on stage, so a soliloquy is used, whereby she shares her thoughts out loud.

“Come ye spirits,” she says and then later adds, “Unsex me here.” She is asking that all her female nature be taken away by the spirits [evil elements of the spirit world] and that everything that makes her sensitive be gone, for she wants her husband to now become King after she [see later in text] kills the King when he visits later in the play.

She is hatching “a cunning plan” as Baldrick would say in Blackadder.

Now, your question in the exam would be a twofold one. The first part would say something like Show how this extract shares Lady Macbeth’s feelings at this moment in the play and then it might say and with reference to the rest of the play, show how those desires are played out.

Clearly, this is a question that gives you ample opportunity to write in those glorious PEED chains but as you do, all you have to do is add that later in the play, these emotions and feelings turn sour because as much as she wants her femininity taken away from her, that can never totally be done and so, she feels the guilt, sleepwalks, says “Out damned spot” and finally goes insane at what she has pushed her husband into doing [by now he has killed the King, not her]. So the quotes from the rest of the play can be learnt but do not necessarily need to be used in the other parts of the play bit of the question. The only parts you need direct quotes are the one quote I would say to memorise from each major character and those in the extract given at the beginning, which of course, you will or should, be able to annotate.

What about the poems? I can hear the screams now. 15 of them? Well here is the answer, from a student son of a friend who I asked last night how his school is handling this. His Dad sent me the SMS.


Once again, does the word “conversant” mean know them rabbit fashion? [for those in the wider world that means perfectly] No it does not! It means know about them, be able to talk [write] about them, be able to share that in My Last Duchess, there are similar themes to this one as well etc.

What it does say however, is that there will be some poetry provided for you all. So, like the English Lang exam, as well as the Lit example above, you shall be quoting directly from a source material in front of you, adding what you know about the rest into the answer throughout the answer.

Now, do you know your section of poems? My students do and could write about them without seeing them. By exam day they will be able to use short quotes they have learnt from them and the only way to do that is to voice record them and then play them back. Your Ipod music for the next 6 weeks or so, is therefore not Rap or Hip Hop, but Poetry! Believe me, it will do you good.

#4 Good Luck!

I never say this to my students. Instead, I say that “luck is for those who are not prepared.” Think about that last sentence for a few moments.

Revise. Learn. Remember and do it well. Then do the exam. If, at the end of the exam season, you can say “I did my level best there” then we as teachers can never criticise and you should not either.

Be the best. Do your best. Let the markers have all the stress!