Source A In Paper One of the exam you will receive one fictional source to respond to This source will be an extract taken from a 20 th or 21 st century literary text The extract we are practising with today is taken from Peter Benchleys ID: 932954
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Slide1
Jaws
AQA English Language Paper One Practice
Slide2Source A
In Paper One of the exam, you will receive one fictional source to respond to.This source will be an extract taken from a 20th or 21
st
century literary text.
The extract we are practising with today is taken from Peter Benchley’s
Jaws,
published in 1974.
Slide3Active Reading of the Source
Do not jump straight to answering the questions; take some time to read the source through. Try to determine exactly what the author is trying to ‘show you’ by the end of the extract, and how the extract makes you feel. Ask yourself the question: have any of these ideas developed or changed by the end?
Make notes
about what is happening/being focused on/being described by the narrator alongside each
paragraph as you read.
Slide4ENGLISH LANGUAGE PAPER 1 REVISION
Q1- 4 marks Q2- 8 marksQ3- 8 marksQ4- 20 marks
Q5- 40 marks
Write a story or a description based on an image.
Need to spend 10 minutes READING the text CAREFULLY maybe even twice!
Slide5ENGLISH LANGUAGE PAPER 1 REVISION
Q1- List four things Q2- How does the writer use LANGUAGE to..Q3- How does the writer STRUCTURE
the text to…
Q4- A student said “______” to what extent d you
agree
?
Q5- 40 marks
Write a story or a description based on an image.
Need to spend 10 minutes READING the text CAREFULLY maybe even twice!
Slide6ENGLISH LANGUAGE PAPER 1 REVISION
Need to spend 10 minutes READING the text CAREFULLY maybe even twice!
Top tip:
Read the questions first
before reading
List four things that you learn about the boy in paragraph 2.
Look at the last paragraph, how has the writer structured the text to describe the shark attack in a horrific way?
How has the writer structured the text to interest the reader?
A student having read this extract said “The narrator makes you feel like you are close to the shark attack as though you had seen it happen from a boat a few metres away” To what extent do you agree?
Slide7Q1 List four things that you learn about the boy in paragraph one (4 marks)
Tips:Write in full sentences.
The boy is brave and not afraid of water.
Don’t have VERY explicit things because you won’t stand out amongst the rest and risk not getting a mark if it’s too simple.
e.g. The boy had ankles in the water
Slide8Answers
he was resting in the waterhis arms were dangling downhis feet and ankles were dipping in and out of the waterhis head was turned towards shorehe noticed he’d been carried out further than he should be
he could see his mum lying on the towel/ a man and child playing
he was not afraid
he was not far from the shore
he wanted to get closer before his mother saw him
he eased himself back a little
his arms displaced the water almost silently
his kicking feet made splashes
Slide9Q3
How has the writer structured the text to interest the reader.What’s the narrative focus in the beginning, middle and end?How does
the tone/mood
change across the text?
What’s the
pace
like (slow/fast) and does it change?
How does
THE READER
feel as we go through the text?What new information do we learn that increase tension?
Slide10Q3
How has the writer structured the text to interest the reader.
Task One:
Go through the text and outside EVERY paragraph note down what the focus is.
e.g. Paragraph One: focus on an unknown fish
Task Two:
Go through the text and outside EVERY paragraph note down what the tone is like.
e.g. Paragraph One: calm tone to relax reader.
Slide11Useful STRUCTURE sentences
The extract begins with a focus on…As the text develops, the writer shifts the focus to…The focus at the end shifts to…
The
ending reminds the reader
that…
The ending
encourages the reader
to feel
…
Slide12W
hat is the focus on?EvidenceExplain the effect on the reader
Q3
How has the writer structured the whole text to interest the reader.
The writer in the beginning focuses on an unknown fish swimming innocently in the sea
because it says “the great fish swam slowly its tail waving”.
This creates a calm tone at the beginning to make the reader not suspect that any danger is ahead. Also the writer focuses on an unknown fish rather than a shark to trap the reader in a false sense of security that this fish is just a calm creature.
This creates….
This makes the reader…
This sets a….This suggests…
Slide13W
hat is the focus on?EvidenceExplain the effect on the reader
Q3
How has the writer structured the whole text to interest the reader.
As the text develops, the focuses shifts to a boy who has drifted on a boat at sea on his own because it says
“he had noticed that he had been carried out”.
This slightly lessens the calm tone at the start because even though the boy is relaxed “dipping in and out of the water”, the writer has heightened some anxiety for the reader here because the boy has drifted away from his mother and he could be at threat of drowning or getting too lost at sea. The writer pays attention to the boys relaxed attitude too to further trap the reader in the false sense of security that was created at the start with the unknown fish.
This creates….
This makes the reader…
This sets a….This suggests…
Slide14W
hat is the focus on?EvidenceExplain the effect on the reader
Q3
How has the writer structured the whole text to interest the reader.
At the start of the text, the writer deliberately focuses our attention on…
when it says….
which creates…
This creates….
This makes the reader…
This sets a….This suggests…Write your answer See the whole text as a journey: what did we learn? How did we feel? When did things get realised?
Slide15Question Two
How does the writer use language to… You will look at a small section the same extract and have to consider how the writer’s choice of language has created a specific impact on readers. As a reader, think about the overall tone that is created.
Highlight
any words/phrases that create this effect.
Comment
on the
effect
of the use of specific language techniques, AND the
impact
on the reader (you!).
Slide16Question Two
How does the writer use language to describe the shark’s attack?
what to focus on
what descriptive techniques have been used?
Slide17Question Two
The boy’s last – only – thought was that he had been punched in the stomach. The breath was driven from him in a sudden rush. He had not time to cry out, nor had he had the time, would he have known what to cry, for he could not see the fish. The fish’s head drove the raft out of the water. The
jaws smashed together, engulfing head, arms, shoulder, trunk, pelvis and most of the raft
.
Nearly half the fish had come clear of the water, and it slid forward and down in a belly flopping motion, grinding the mass of flesh and bone and rubber
.
The boy’s legs were severed at the hip, and they sank, spinning slowly to the bottom.
Slide18Question Two
‘the boy’s last – only – thought’
What impression does this create?
What
language
technique has been employed?
parenthesis
What specific words create this technique?
The word ‘only’
shows how quickly and out-of-the-blue the attack happened
Slide19Question Two
The writer’s use of parenthesis in the quotation, ‘the boy’s last – only – thought’ shows how rapidly the attack happened and how quickly the boy has been killed by the shark, which demonstrates the shark’s power. This creates sympathy from the reader because he is a young child whose future is lost.
Slide20Question Two
‘the jaws smashed together’
What
language
technique has been employed?
What specific words create this technique?
What impression does this create?
verb phrase
The verb ‘smashed’
shows destructive capabilities of the shark and its attack on the boy
Slide21Question Two
The verb phrase ‘the jaws smashed together’ shows the destructive capabilities of the shark during its attack on the boy. The use of the determiner ‘the’ instead of ‘its’ gives the shark’s jaws a formidable power of their own, demonstrating to the reader that they are something to fear.
Slide22Question Two
Choose one of the following uses of language to analyse in more detail, as previously demonstrated:The use of listing in the quotation, ‘engulfing head, arms, shoulder, trunk, pelvis and most of the raft’ The use of imagery in the quotation, ‘grinding the mass of flesh and bone and rubber’
Challenge:
the
use
of
sibilance in the quotation,
‘they sank, spinning slowly to the bottom’
Slide23Exemplar Answers
The use of listing in the quotation, ‘engulfing head, arms, shoulder, trunk, pelvis and most of the raft’ suggests that the shark has consumed almost every part of the boy and his raft, signifying its immense strength and hunger for blood. The ordering of the body parts allows the reader to imagine the boy being swallowed head first, inciting fear in the reader.
T
he
use of
imagery in the quotation,
‘grinding the mass of flesh and bone and rubber’
reveals
the outcome of the shark’s attack: it has reduced the young boy to nothing but a bloody mess. The imagery is violent and uncomfortable for the
reader, who is likely to be horrified by his death.The use of sibilance in the quotation, ‘they sank, spinning slowly to the bottom’ creates a softer tone than the previous descriptions, leaving a harrowing impression on the reader as the last ‘whole’ part of the boy sinks slowly to the bottom of the sea. The shark’s attack has completely destroyed him.
Slide24