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WJEC Eduqas GCSE English Language Component 1: 20th Century Literature Reading and Creative Prose Writing

Contents Overview of the Exam

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Section A: The Text

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Section A: Question 1

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Section A: Question 2

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Section A: Question 3

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Section A: Question 4

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Section A: Question 5

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Section B

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Final Tips

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WJEC Eduqas GCSE English Language Component 1

Overview of the Exam Component 1: 20th Century Literature Reading and Creative Prose Writing Date and time: Duration: 1 hour 45 minutes Marks: 80 Weighting: 40% of total GCSE grade Section A: Reading and answering all five questions on a 20th century fiction extract. (40 marks) Section B: A choice of four fiction writing tasks – only answer one. (40 marks) Suggested breakdown of marks and timings: Reading text

N/A

10 minutes

A1

5 marks

5 minutes

A2

5 marks

5 minutes

A3

10 marks

10 minutes

A4

10 marks

10 minutes

A5

10 marks

10 minutes

B

40 marks

Planning - 5 minutes Writing – 40 minutes

Checking your work

N/A

10 minutes

Total

80 marks

1 hour 45 minutes

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Section A: The Text The Facts What will I need to do? Read and make sense of one prose extract (approximately 60-100 lines) of literature from the 20th century. Suggested time spent: 10 minutes. Top tips: • Don’t skim through the text first time round – make sure you read it carefully. • If there are any words or phrases you don’t understand, try to use their context in the writing to work out their meaning. • Remember that you can write on the text as you go through it.

Sample Text The following is the opening of a novel, published in 1913. Chapter One is titled ‘The Early Married Life of the Morels’. ‘Sons and Lovers’: D. H. Lawrence 1 “THE BOTTOMS” succeeded to “Hell Row”. Hell Row was a block of thatched, bulging cottages that stood by the brookside on Greenhill Lane. There lived the colliers who worked in the little gin-pits two fields away. The brook ran under the alder trees, scarcely soiled by these small mines, whose coal was drawn to the surface by donkeys that 5 plodded wearily in a circle round a gin. And all over the countryside were these same pits, some of which had been worked in the time of Charles II, the few colliers and the donkeys burrowing down like ants into the earth, making queer mounds and little black places among the corn-fields and the meadows. And the cottages of these coal-miners, in blocks and pairs here and there, together with odd farms and homes of the stockingers, straying over the 10 parish, formed the village of Bestwood. Then, some sixty years ago, a sudden change took place, gin-pits were elbowed aside by the large mines of the financiers. The coal and iron field of Nottinghamshire and Derbyshire was discovered. Carston, Waite and Co. appeared. Amid tremendous excitement, Lord Palmerston formally opened the company’s first mine at Spinney Park, on the edge of Sherwood Forest. 15 About this time the notorious Hell Row, which through growing old had acquired an evil reputation, was burned down, and much dirt was cleansed away.

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WJEC Eduqas GCSE English Language Component 1

Section A: The Text

Carston, Waite & Co. found they had struck on a good thing, so, down the valleys of the brooks from Selby and Nuttall, new mines were sunk, until soon there were six pits working. From Nuttall, high up on the sandstone among the woods, the railway ran, past the ruined 20 priory of the Carthusians and past Robin Hood’s Well, down to Spinney Park, then on to Minton, a large mine among corn-fields; from Minton across the farmlands of the valleyside to Bunker’s Hill, branching off there, and running north to Beggarlee and Selby, that looks over at Crich and the hills of Derbyshire: six mines like black studs on the countryside, linked by a loop of fine chain, the railway. 25 To accommodate the regiments of miners, Carston, Waite and Co. built the Squares, great quadrangles of dwellings on the hillside of Bestwood, and then, in the brook valley, on the site of Hell Row, they erected the Bottoms. The Bottoms consisted of six blocks of miners’ dwellings, two rows of three, like the dots on a blank-six domino, and twelve houses in a block. This double row of dwellings sat at the foot 30 of the rather sharp slope from Bestwood, and looked out, from the attic windows at least, on the slow climb of the valley towards Selby. The houses themselves were substantial and very decent. One could walk all round, seeing little front gardens with auriculas and saxifrage in the shadow of the bottom block, sweetwilliams and pinks in the sunny top block; seeing neat front windows, little porches, little 35 privet hedges, and dormer windows for the attics. But that was outside; that was the view on to the uninhabited parlours of all the colliers’ wives. The dwelling-room, the kitchen, was at the back of the house, facing inward between the blocks, looking at a scrubby back garden, and then at the ash-pits. And between the rows, between the long lines of ash-pits, went the alley, where the children played and the women gossiped and the men smoked. So, 40 the actual conditions of living in the Bottoms, that was so well built and that looked so nice, were quite unsavoury because people must live in the kitchen, and the kitchens opened on to that nasty alley of ash-pits. Mrs. Morel was not anxious to move into the Bottoms, which was already twelve years old and on the downward path, when she descended to it from Bestwood. But it was the best she 45 could do. Moreover, she had an end house in one of the top blocks, and thus had only one neighbour; on the other side an extra strip of garden. And, having an end house, she enjoyed a kind of aristocracy among the other women of the “between” houses, because her rent was five shillings and sixpence instead of five shillings a week. But this superiority in station was not much consolation to Mrs. Morel.

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Section A: Question 1 The Facts Worth: 5 marks You will be tested on AO1: • Identify and interpret explicit and implicit information and ideas Suggested time spent: 5 minutes What will I need to do? Demonstrate understanding by locating pieces of information within the text; the information may be surface meaning (such as a fact) or implied meaning (such as a suggestion or hint). Top tips: • Read the question carefully – what precisely is the examiner asking you to find? • Use the line references to get to the appropriate piece of text quickly. • Use the text to form an answer – don’t attempt to answer from memory, but do demonstrate understanding by paraphrasing rather than copying whole sentences!

Sample Question This question refers to the text on p1. From lines 1 to 10. List five things you learn about Hell Row.

Sample Answer Read the following answer to the sample question. Do you think this is correct? how do you think it could be improved? Hell Row has been replaced by The Bottoms. Hell Row was a block of thatched cottages. Colliers lived there. It’s part of the village of Bestwood.

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WJEC Eduqas GCSE English Language Component 1

Section A: Question 2 The Facts Worth: 5 marks You will be tested on AO2: • Explain, comment on and analyse how writers use language and structure to ac effects and influence readers, using relevant subject terminology to support your views. Suggested time spent: 5 minutes What will I need to do? Identify and analyse how the writer uses words, phrases, rhetorical and structural devices to create particular effects. You will need to quote from the text directly and you will need to explain how the quotations you have chosen make your points. Top tips: • Use the line references to get to the appropriate piece of text quickly. • Highlight on the text words or phrases you think you may use in your answer. • Remember to use short, precise quotations from the text. • Use relevant subject terminology to name literary techniques used e.g. personification. • To reach higher marks, it’s not enough to just identify the techniques being used – you must explain how they are effective.

Sample Question This question refers to the text on p1. From lines 11 to 24. How does the writer show that Hell Row is not missed by residents?

Sample Answer Read the following answer to the sample question. What is good about it, and what needs improvement? Can you write a better answer? The writer uses the adjective ‘notorious’ to describe Hell Row. This suggests that it is famous and well renowned but for purely negative reasons. Moreover, the name seems to sum up the character and the qualities of the place – this is what is known as a charactonym.

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Section A: Question 3 The Facts Worth: 10 marks You will be tested on AO2: • Explain, comment on and analyse how writers use language and structure to achie effects and influence readers, using relevant subject terminology to support your views. Suggested time spent: 10 minutes What will I need to do? The assessment objective is the same as in question 2, so you need to demonstrate the same skills, but the number of marks have doubled, so you will be expected to write in more detail, making a range of points. Top tips: • Make sure you refer to both language and structure in your answer – you can’t get high marks if you don’t reference both.

Sample Question This question refers to the text on p1. From lines 17-27. What impressions do you get of the mines?

Sample Answer Read the following answer to the sample question. What is good about it, and what needs improvement? Can you write a better answer? The mines appear vast in size; the writer describes how they both descend down into the earth (‘new mines were sunk’) and are stretched in all directions, from ‘high up on the sandstone’ to ‘down the valleys’. The listing of their locations, particularly in amongst ancient landmarks such as the ‘ruined priory’, makes it sound as if the mines are taking over the whole area. The writer use the metaphor of them ‘linked by a loop of fine chain’ to describe the railway that connects them; at the time of writing this would have been a symbol of mode and also indicates to readers just how widely spread they are. The image of them as ‘black studs on the countryside’ places them into perspective.

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WJEC Eduqas GCSE English Language Component 1

Section A: Question 4 The Facts Worth: 10 marks You will be tested on AO2: • Explain, comment on and analyse how writers use language and structure to ac effects and influence readers, using relevant subject terminology to support your views. Suggested time spent: 10 minutes What will I need to do? More of the same – that’s how important it is to be able to analyse the effect of language and structure! Top tips: • Be perceptive – either look for things that are different to what you’ve already written about or look carefully at how ideas and themes have been developed.

Sample Question This question refers to the text on p1. From lines 32 to 49. How does the writer present the living conditions now?

Sample Answer Read the following answer to the sample question. What is good about it, and what needs improvement? Can you write a better answer? The Bottoms, which have replaced Hell Row, are certainly an improvement. The adjective ‘substantial’ suggests that they are well built and spacious, although ‘very decent’ seems to damn them with faint praise, perhaps reminding readers that the resident miners cannot hope to attain any level of luxury better than decent. As with the numerous mines blotting the landscape, the Bottoms are also shown to have commandeered a space; the use of the simile ‘like the dots on a blank-six domino’ and their placement ‘at the foot of the rather s slope’ suggests that they are packed in to a slightly inhospitable environment.

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Section B: Question 5 The Facts Worth: 10 marks You will be tested on AO4: • Evaluate texts critically and support this with appropriate textual references. Suggested time spent: 10 minutes What will I need to do? Evaluate how successful the writer has been in achieving a particular effect. This will involve referring to language and structural devices the writer uses, but you will also need to show how the writer builds an effect over the course of the specified extract. You will need to use quotations in your answer. Top tips: • Use specific quotations from the text. • Think about how the text changes from beginning to end – how does the author take the reader on an emotional or psychological journey? • Remember to refer to the reader – what impression does the author make on them? • Make sure your answer is personal – you are offering a judgement – but is firmly backed up by the text. • Don’t be overly critical of the author – the text is likely to be regarded as a classic of English literature!

Sample Question This question refers to the text on p1. From lines 38 to 49, but also consider the passage as a whole. Evaluate the way that Mrs Morel is introduced.

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WJEC Eduqas GCSE English Language Component 1

Section A: Question 5

Sample Answer Content Turn the ideas below into a full written response. Mrs Morel introduced in relation to “The Bottoms” – what is the effect of giving so much detail about the setting before introducing the character? Meaning of her being ‘not anxious’? Indicators of social status - ‘she descended to it’ (double meaning) - ‘But it was the best she could do.’ (Comment on sentence structure) - ‘she enjoyed a kind of aristocracy’ (comment on tone) Look at how extract ends What impression do you think the writer intended to create and why? How successful have they been?

Word Bank The following phrases may be useful when writing your answers: The writer/narrator uses / refers to / employs… The writer/narrator builds / creates / develops… The writer/narrator creates a mood / atmosphere / sense / feeling of… The use of simile / metaphor / personification / short sentences / ellipsis creates a sense of… The pace / rhythm of the text increases/decreases here so that… The reader is given the impression that… This is effective because… This creates a feeling of… by…

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Section B The Facts Worth: 40 marks You will be tested on: AO5 (24 marks): • Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. • Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 (16 marks): • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Suggested time spent: 45 minutes What will I need to do? Write an engaging, imaginative text which could be based on your own experiences or entirely fabricated. Top tips: • Make it A.P.T. – give your writing an obvious Audience, Purpose and Tone. • Don’t rush in – take a few minutes to plan your work first. • Consider the form and structure – if a climax or resolution is evident in a plan, then an examiner could give you credit for that even if you fail to finish the task (of course, this won’t happen to you because you know your timings!). • Be ambitious with a wide range of vocabulary, sentence structures and literary devices – this is your opportunity to show what you’re capable of! • Take great care with spelling, punctuation and grammar – 16 marks are available for technical accuracy, so find time to proofread.

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WJEC Eduqas GCSE English Language Component 1

Section B

Sample Question Choose one of the following titles for your writing: Either,

(a)

Living Right.

Or,

(b)

A New Dawn.

Or,

(c)

Write about a time when you moved from one place to another.

Or,

(d)

Write a story which begins: Everything had changed...

Sample Answer Proofread the following response, making any necessary corrections to spelling, punctuation and grammar. Consider what is good about it and what could be better, then choose one of the tasks to do yourself. You should aim to write approximately 450-600 words. Everything had changed. Foreva. Life as I new it was a distant memory, receeding rapidly in a fog of greif and angwish. And it had happened suddenly just like that or so it seemed: here one minut, gone the next. There had been a few weeks forewarning but time soon evaporated, hazier even than the mess of foughts that clouded my mind. Would it have been better to have not nown at all? Life has to go on,” dad reminded me. He had to say something. I simply didnt know what to say in return. I was lost, desperately seeking guidance but drawn only to despair, the magnetic force of my compas gone haywire. Strangely enough, it was school that eventually provided a semblance of normality! Once my least favorite place, the classroom now provided home comforts, or rather a comfort from home. It’s harder than ever to get out of bed but once I’ve managed to raise my weary frame, dressing it in uniform is automatic; I don’t have to think about it, and for that I am grateful. then the road to school is so well trodden that I can do it in a state of somnambulism. everything else – the teacher’s voice, classroom chatter, the hullabaloo of the courtyard – acts as white noise, soothing me like it did when I was still in the womb, my embryonic self… so many paths I could have gone down then, so few front of me now But even that haven was shattered before long. Hauled into the headmaster’s office, I felt even more dazed than I had since that fatefull afternoon when it was dad who unexpectedly meet me at the school gates. “I understand that life is difficult right now, but that simply doesn’t offer an excuse for what youve just done. Joshua is being taken...

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Section B

to A and e and his parent’s are threatning to press charges. Of course I will do my best to mediate, to prevent criminal action being taken, but there are eywitneses who state that you cracked his skull by ramming his head into a wall, and that you then proceded to stamp on him, and that…” His voice trailled off. It was replaced by Joshuas voice echoeing aroun own battered skull, the childish words that provoked the asalt stabbing deepe and deeper into my heart… “Your mum…” “Your mum…” “Your mum…”

Device Bank Try including some of the following literary techniques in your writing: Alliteration Emotive language Irony Juxtaposition Simile Metaphor Onomatopoeia Personification Simile What other literary techniques do you know how to use?

Punctuation Bank .

,

?

!

:

;

-

()

’

“”

…

Know them and use them for effect!

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WJEC Eduqas GCSE English Language Component 1

Final Tips • When you know the time of your exam, work out what the timings for each question will be. e.g. Exam starts at 1.30pm: Reading the text:

1.30pm

A1:

1.40pm

A2:

1.45pm

A3:

1.50pm

A4:
...