Exam Prep Preparing for the WJEC GCSE English Literature You will be given an extract from the novel to analyse for question 2 part i The marks for this task make up one third of the total marks available for ID: 590799
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Slide1
About a Boy
Exam Prep Slide2
Preparing for the WJEC GCSE English Literature
You
will be given an extract from the novel to
analyse for
question 2 part (
i
).
The marks for this task make up one third of the total marks available for
this text
.
Complete
the following example question as practice.Slide3
Sample question
Read chapter 9 pages 54 and 55 up to ‘maybe he didn’t hate him after all.’
NB: In the real exam, the extract will be printed on the exam paper.
Then
answer
one of the following questions
:
Higher tier:
With close reference to the extract, show how
Nick Hornby
suggests Marcus’ thoughts and feelings here
.
Foundation tier:
What are your thoughts and feelings as you
read this
extract? Give reasons for what you say, and remember
to support
your answer with words and phrases from the extract.Slide4
Try to find and discuss at least
ten
features that address the
assessment objectives
(AOs) listed below. Also comment on how these features are
typical of
the novel and how they link the extract to the overall concerns of the novel.
Assessment
Your answer will be given a mark out of 10 for AO1 and AO2, with equal
weight to
each:
AO1
assesses your critical response to the text as a whole, its
characters and
relationships; sub-text and hidden meanings; ideas, themes
and settings
AO2
assesses your understanding and analysis of language, structure
and form
, especially how these help shape ideas and meanings in the novel.Slide5
Marks awarded
Higher tier
Foundation tier
0 marks
Nothing written or nothing worthy of credit
Nothing written or nothing worthy of credit
1 mark
Brief, simple, narrative
Very brief, very little detail
2-4 marks
2-4 marks
2-4 marks
Underdeveloped, some
empathy for 3-4
Brief, simple comments on
what is happening
5-7 marks
Focused and supported by
detail; for 6-7 thorough and
thoughtful discussion
More focus and selection,
with some discussion for
6-7
8-10 marks
Evidence of close reading;
assured, evaluative, analytical
Clear and detailed
discussion of the extractSlide6
Peer marking activity
After
you have answered the sample question, read the following list
of features
that you may have included.
Swap
answers with another student
and use
this list, together with the assessment information above, to give the
work a
mark and a positive, helpful comment on how they might improve.
Tick or underline any of the following features in their answer.
Also
credit
any other
relevant discussion, but remember that just re-telling the story
doesn’t attract
many marks.
Use the assessment grid to decide on a mark out of ten.Slide7
Themes:
Important
incident marks beginning of Marcus and
Will’s friendship
, and is also the day Marcus’s mother attempts
suicide. Referred
to by Marcus as the ‘Dead Duck Day’ throughout the rest of
the novel
.
Character and relationship:
Marcus’s
point of view conveys
his pessimistic outlook at this point as he assumes ‘nobody would believe him’. His shifting opinion of Will is also revealed in ‘Marcus hated him even more’ then ‘maybe he didn’t hate him after all’. Tone: Chapter opens with short sentences to convey Marcus’s shock at having killed a duck. First paragraph continues with a kind of interior monologue, or even stream of consciousness, where Hornby uses rhetorical questions, such as ‘How come he managed to pick a duck that pathetic?’, irony and hyperbole (exaggeration) ‘he’d be imprisoned’ to convey feelings of dismay.
Extract analysisSlide8
Form:
Extract is written in the third person, from Marcus’s point of view, which encourages us to feel both empathy and sympathy with his situation.
Structure
:
Novel
alternates between Marcus and Will’s points of
view, which
creates humour as we get to know what each character thinks
of the
other, e.g. when Marcus refers to Will as ‘that trendy bloke who
was trying to get off with Suzie’. Structure of the extract: Narrative, showing Marcus’s thoughts in reaction to the incident, followed by dialogue between Marcus, Suzie and Will reflecting both the conflict and humour of the situation. Free indirect style: Conveys Marcus’s voice and feelings e.g. the repetition of ‘tried’ in italics to convey the irony of achieving something he didn’t want when he often can’t achieve what he wants.
Extract analysisSlide9
Informal language:
Helps convey a spoken quality, e.g. ‘OK’ and the slang term ‘kids’ and euphemism ‘keel over’ to mean died in Marcus’s thoughts; elision of ‘do you’ to ‘
D’you
’ and the expletive ‘bloody’ in Will’s direct speech.
Humour
:
Will’s
comment, ‘That’s not a sandwich, that’s a bloody
French loaf
.’ creates some humour both here and later at the end of chapter
23 when Will reminds Marcus how they first met. Direct speech: Interaction with other characters allows for more of Marcus’s thoughts and feelings to be given in response to what others say, e.g. Will’s sarcastic repetition of ‘maybe’ leads to the comment, ‘Marcus didn’t like this bloke.’Extract analysis