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WJEC GCSE English Language Paper 2: 12 Weeks to Grade 9
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INTRODUCTION
UNIT 1. START HERE. WJEC LANGP211 Lessons-
1. CORE: INTERACTIVE: What Do the Lesson Labels Mean?
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2. CORE: What You Need to Be Successful in This Program
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3. CORE: STUDENT AGREEMENT: Time to Sign
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4. CORE: PRODUCTIVITY: Picture in a Picture Videos
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5. CORE: STUDY SYSTEM: Introduction
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6. UNIQUE: STUDY SYSTEM: Pick One WJECLANGP2
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7. UNIQUE: STUDY SYSTEM: Paste Your Link into Your Profile
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8. PROGRAM ROADMAP & STUDY SYSTEM: Double-check AQALANGP2
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9. CORE: PRODUCTIVITY: Turning Your Phone Into a Productivity Machine
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10. CORE: PRODUCTIVITY: Syncing Whatsapp on Your Phone and Desktop
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11. CORE. PRODUCTIVITY: Manganum
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1. CORE: INTERACTIVE: What Do the Lesson Labels Mean?
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UNIT 2. Diagnostic Assessment WJECLANGP25 Lessons
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MARK SCHEME MASTERYUNIT 3. EFFECTS OF AUTHORS’ METHODS: Introduction: WJECLANGP236 Lessons
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1. CORE: INTERACTIVE: Which Area Are You Most Likely to Lose Marks in for Analysis?
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1b. GENERATING IDEAS: How to Set Up Your Scrap Writing Document LANG
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1c. The Benefits of Using an AI Writing Assistant: LANG
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2. CORE: DOWNLOAD: Introduction to Effects of Authors' Methods
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3. CORE: PAY ATTENTION!
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4. CORE: INTERACTIVE: What is Knowledge in English?
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5. CORE: INTERACTIVE: The Importance of Exploring the Effects of Authors' Methods
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6. CORE: WHY I WRITE: Isabel Allende
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7. CORE: WHY I WRITE: David Baldacci
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8. UNIQUE: WRITE: Why Do Authors Write? NF LANG
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9. UNIQUE: Ask Your Tutor to Check Your Writing
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10. UNIQUE COMMENT: Why Do Authors Write? LANG
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11. CORE: What is Literature?
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12. CORE: WRITE: What is Literature?
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13. CORE: Ask Your Tutor to Check Your Writing
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14. CORE: COMMENT: Defining Literature in Your Own Words
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15. CORE: What is Story?
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16. CORE: INTERACTIVE: What is Story?
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20. CORE: VIDEO: What Do We Mean by 'Effects of Authors' Methods?
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21. CORE: QUIZ: What are the 3 Main Categories of Effects?
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19. UNIQUE: INTERACTIVE: Match Methods with Effects NF
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20. UNIQUE: WRITE: Analysis of Author's Methods ACC
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22. UNIQUE: Ask Your Tutor to Check Your Writing
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22. UNIQUE: COMMENT: Analysis of Author's Methods NF
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24. CORE: Technical Terminology: MAD FATHERS CROPS
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25. CORE: Quantity, or Quality?
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26. CORE: Talking About the Reader
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26. CORE: Student Superpowers: Learning How to Learn
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27. CORE: Active Recall: Science-Backed Learning Techniques
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28. CORE: Spaced Repetition: Science-Backed Learning Techniques
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29. CORE: Interleaved Practice: Science-Backed Learning Techniques
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30. CORE: The Importance of Background Knowledge
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31. CORE: Creating M.A.D. Active Recall Questions LANG
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32. UNIQUE: CREATIVE WRITING: Crafting Your Own Metaphors LANG
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33. UNIQUE: Ask Your Tutor to Check Your Writing
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34. UNIQUE: COMMENT: Crafting Metaphors LANG
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1. CORE: INTERACTIVE: Which Area Are You Most Likely to Lose Marks in for Analysis?
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UNIT 4. MARK SCHEME MASTERY, EFFECTS & CREATIVE WRITING WJEC LANGP227 Lessons
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1. CORE: INTERACTIVE: The Importance of Knowing the Mark Scheme: Introduction PRIME
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2. CORE: INTERACTIVE: The Importance of Knowing the Mark Scheme: True/False PRIME
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4. CORE. INTERACTIVE: VOCABULARY: What’s in the Language Mark Scheme?
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5. UNIQUE: READ: What's in the Language Mark Scheme? P2
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6. CORE: INTERACTIVE: Which Language Section A (Reading) Assessment Objective is Being Described?
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7. CORE: INTERACTIVE: Vocabulary: Section A LANG
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8. UNIQUE: INTERACTIVE: Label the Parts of the Model Answer LANGP2
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9. UNIQUE: WRITE: Why Does This Model Answer Score Well? LANGP2
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10. UNIQUE: Ask Your Tutor to Check Your Writing
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11. UNIQUE COMMENT: Why Does The Model Answer Score Well? LANG2
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12. CORE: VIDEO: Why Might an Author Want to Affect the Reader?
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13. UNIQUE: WRITE: Answering Key Questions LANGP2
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14. UNIQUE: Ask Your Tutor to Check Your Writing
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15. UNIQUE COMMENT: Answering Key Questions LANGP2
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16. UNIQUE: INTERACTIVE: Complete a Model Analysis of Language LANGP2
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17. UNIQUE: DOWNLOAD: Non-Fiction Comparison Model Answer LANGP2
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18. UNIQUE: CREATIVE WRITING: Crafting Your Own Alliteration LANG
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19. UNIQUE: CREATIVE WRITING: Crafting Your Own Direct Address LANG
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20. UNIQUE: Ask Your Tutor to Check Your Writing
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21. UNIQUE: COMMENT: Crafting Alliteration & Direct Address LANG
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22. CORE: INTERACTIVE: What Inspires Authors to Write?
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23. UNIQUE: CREATIVE WRITING: Introduction to Your Grade 9 Creative Non-Fiction WJEC
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24. UNIQUE: CREATIVE WRITING: Share Your Grade 9 Creative Non-Fiction
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25. UNIQUE: CREATIVE WRITING: Paste Your Link in Your Study System
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26. UNIQUE: CREATIVE WRITING: Creative Non-Fiction Writing WJEC LANGP2
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27. UNIQUE: CREATIVE WRITING: Ask Your Tutor to Check Your Creative Non-Fiction
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28. CORE: Creating F.A.T. Active Recall Questions LANGNF
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1. CORE: INTERACTIVE: The Importance of Knowing the Mark Scheme: Introduction PRIME
Participants 639
A dramatic monologue is when a single character speaks to…
thanks
the essay is written in 5 paragraphs which go over…
To know what the examiner is thinking and to know…
Following the essay structure organises your response and gives clarity,…
Unit 3,
Lesson 24
In Progress
22. UNIQUE: COMMENT: Analysis of Author’s Methods NF
Abdullah Williams November 6, 2022
Unit Progress
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- Revise previous lessons.
- Check ‘important definitions’ in the ‘mastery analysis toolkit‘.
- Look at the pinned answers at the top of the comments section below and use them for inspiration.
Grab your scrap writing document from your study system, then copy and paste your answer into the comments section below.
IMPORTANT: Ensure you have done all of the following, first!
- Written, in your scrap writing document
- Written an essay-style paragraph that compares and/or contrasts ALL the following points.
- Used comparative or contrasting transitional phrases from the toolkit.
- Compared or contrasted the human issues (also known as themes) the quotes point to; check the toolkit for common thematic topics.
- Compared/contrasted the technique(s) the author uses
- Compared/contrasted the effects this technique might have on the reader/audience
- Compared/contrasted some possible reasons why the author may have wanted to create these effects on the audience
- Used Quillbot to help improve the quality of your writing.
- Written in full, complex/complex-compound sentences.
- No bullet points or lists allowed.
- Written in detail.
- Ensured SPAG is as perfect as possible.
- Mark this lesson ‘complete’ when you are done with all of the above.
K. Leguin uses direct speech to address the quality of teaching in schools. She believes that what was once “common knowledge” is now “completely unfamiliar to many.” This phrase expresses not only his anger but also his disappointment at the quality of education being received by students. The word “wholly’ portrays knowledge as a timeless vessel that all should possess. The author demonstrates that the dismalness of this imperative knowledge leads to a gap in common knowledge, which, in turn, ultimately leads to their downfall. The author repeats the direct address “you” to personalise this statement. This creates a sense of insecurity in the reader’s mind, as they will feel helpless and vulnerable without this knowledge.
John Morrow uses a metaphor to display the power of words to manipulate a being. He gives words an omnipotence twist: “They think and feel exactly as you want?” Potentially, this portrays how words are wrongfully used by, for example, media outlets or people with wrongful intentions to create disputes and quarrels between different groups of people. The metaphor could be a technique to warn people not to believe everything they hear. It also demonstrates the ability of writers to change people’s views and beliefs about essentially anything. This makes writing seem like a weapon for personal use. Or, it could allude to people abusing their freedom of speech to express hatred and incite other people to hate in return.
The quote,”the words you need when you want to say” makes the paragraph stand out to the reader. This is because the author uses a repetition of the word ‘you’ which makes the point much more directed and personal to the reader. The author does this to make the reader more interested and grabs their attention to the piece of text. Additionally, direct address makes the text much more relatable which helps our understanding of the main idea of the text.
The use of metaphor in the sentence,’bring your ideas to life’ makes the reader imagine their ideas coming to life and taking a physical form which is also a use of personification to the reader’s ideas. The use of the metaphor is to make the message much more memorable and and helps deliver the message clearly to the reader.
comparison:
In both texts, there is this overlaying theme of writing. Despite this, though in first person, the way these texts are presented is different. In text 1, it is displayed as some sort of story while text 2 is more of a documentary and overview about vocabulary. Both text 1 and 2 exploit language and structure devices to engage the reader. Text, one implements an order of sequences while text 2 uses lists to perceive his thoughts. Text, one gives some humor to the reader in the final sentence while text 2 implements statistics, ‘unfamiliar to many,’ to suggest the reader that you should know this language device.
The authors of “Metaphor” and “Alliteration” demonstrate the power of the mind by using it to give their words life. The phrase “tugging, dragging, and cajoling” is metaphorical. This demonstrates the verbal activity and life of the words. The list of verbs explains how the mind may provide the appearance that inanimate objects are living. “And then I delete it all and start over,” it says in alliteration. to imply how we can instantly generate and destroy thoughts by using the power of our minds.
Since the author used first names, the reader is forced to make comparisons to their own schooldays. “Our schools now often teach little of an essential and once common knowledge…They’re the words you need when you want to say what’s wrong or right in a sentence.” The reader may feel disappointed by the inclusion of the pronoun “you” as the younger generations are the future and without a stable education they won’t be able to get jobs easily, which may lead to them being jobless. The use of direct address is effective as it reminds the reader of their childhood in school. Additionally, the content comes off as more personal because “you” is used frequently, which makes the reader feel compelled and inspired to take action. The reader may perceive it as a contest they feel they must win, which elevates them in some way. Furthermore, there is also a desire to learn more on the behalf of the younger audience, who are unwilling to be treated unfairly and who want to disprove others. Furthermore, given that they are entrusted with pointing the child in the right path, educators and the British educational system may be targeted.
The human element in what Joe Moran said is that he is very picky of the words that he chooses. Freedom is also present here as he has a range of vocabulary to choose from. Alliteration is also used here, and the effect on the readers is that they think about the sounds present and connect them to what is being said. The author may have wanted to create this to show the reader that they are working hard to create their perfect story. The audience may feel pity for the writer and also respect him a bit more as they understand the effort that he puts into his work. K. Leguin’s human element is that grammar is overlooked in schools, and he uses direct address to personalise his words for the students themselves so that they take action. The writer may have used this to hook the reader and tell them about the problem with the current English taught in school.