Transcription
Welcome to another video. You've got Mr. Everything English. Now, today, guys, we do Paper One, Question Number Two. Now, in the grand schemes of things, this one is the eight-marker, 10% of the entire exam. But it is a super, super important question. Why, guys? This skill, right, of analyzing language, it is all over English like a rash. It is everywhere. English Language Paper One, Question Two has language. English Language Paper One, Question Four has language. English Language Paper One, Question Five has language. English Language Paper Two, Question Three, Paper Two, Question Four, Paper Two, Question Five, and then you move on to English Literature. Macbeth, Romeo, Jackal, Christmas Carol, poetry, everything involves you doing something with language. So, this question, guys, it is like the foundation of English. It's like doing 1 + 1 in maths. If you can't do and analyze language, then you're finished. You're going to fail English before you start. If you don't know how to pick out language devices, if you've made it this far into Year 11 and you don't know any language devices other than simile and onomatopoeia, then this video is for you. But in this video, guys, I am going to teach you everything that you need for Paper One, Question Two. We're going to go over timings, paragraphs, questions, language devices, how to plan, how to write, everything you need for Paper One, Question Two, guys. We will be going over it in this video.
Now, before I switch over to the board, just a reminder, guys, that if you ever need classes for science or maths or English, and I teach all the English myself, then do head over, guys, to everythingeducation.co.uk and do sign up for whatever it is you need. All right, guys, let's switch over to the board and let's begin looking at English Language Paper One, Question Number Two. Everything Education Tuition for Maths, English and Science.
When we look at Paper One, Question Number Two, the first thing I want you guys to realize is that this question is an eight-mark question. Now, for an eight-mark question, guys, we have 10 minutes, and in 10 minutes, we are looking to produce two pretzel paragraphs. Point, reference, technique, effect, zoom, effect, and link. 10 minutes and two paragraphs.
Now, what's the question? The question, guys, is all about language. How does the writer use language to do something? And this particular one, guys, it says, "How does the writer use language to convey Mr. Fisher's views on books and stories of the past?" Now, this question, 99.9% of the time, looks at the second paragraph. So, Paper One, Question One looks at the first paragraph. Paper One, Question Two normally looks at the second paragraph. So, we are given the lines that we are looking at, and it is a language question.
Now, they say that language can mean one, two, or three. The first thing that I would like you to do, guys, is put a line straight through the third bullet point. The third bullet point says "sentence forms," and we're not going to mess with that. There's no point. You are better off leaving sentence forms for Paper One, Question Three, because it can get very tricky talking about sentence forms in a language question. So, when it comes to language, guys, we are talking about two things. We are talking about words and phrases, and we are talking about language techniques. So, those are two things. So, when they say, "How does the writer use language?" what do they mean? They mean words and phrases and language features and language techniques.
Now, let's go over language features and language techniques first. Let's go over 10 language features and techniques, language devices. I've given you, guys, 10 over here. Words and phrases, I've given you the four that we need over here. So, what does this mean, guys? This means that when we read the extract that they give us on the day of our exam, they're going to say to us, "How does the writer use language?" Language either means this, or it either means this to do something.
Now, the first thing, guys, is this: Do you even know language? Do you even know what a simile is? Do you even know what a metaphor is? Just because you've heard of it since Year 7, or since Year 3 more like, doesn't mean that you will know what it is. The question is, can you actually pick it out, guys? So many Year 11s walk into their GCSEs in Year 11 not knowing actually what language devices are. They pull their pants if something other than a simile or a metaphor has to be found. So, let's go over these 10 first.
Number one, guys, a simile. What is a simile? A simile is when you compare two nouns using "like" or "as." For example, "This pen is like my wand." A metaphor is when you compare two nouns without "like" or "as." For example, "This pen is my wand." Now, these two are very important. Don't be that Year 11 who gets excited if they see the word "like" in a sentence and you think that that is a simile. Just because somebody said that "I like eating fish and chips," that doesn't mean they've used a simile. Something needs to be compared. So, please, guys, remember, simile is comparing two nouns with "like" or "as." Metaphor is comparing nouns without "like" or "as."
Number three, guys, personification. Don't give me this whole complicated definition of "this is when an inanimate object" or forget it. Keep it simple. Personification is when you give something that isn't a human a human feature. "This pen is sitting on my hand." This pen is not a human. I am a human. I'm giving this pen a feature of what I can do. That's it.
Number four, guys, let's look at hyperbole. The first four letters, H-Y-P-E. Hype, hype, hype, hype. This is when you hype something up. "Today is the best day of my life." "This pen is the best pen in the world." This is an example of a hyperbole. It is when you hype something up.
Now, onomatopoeia, guys, is everyone's favorite terrorist. Boom! Bang! Guys, onomatopoeia are words that describe sounds. Try to grow up from saying "booms" and "bangs" all the time. Creek, crunch, drip, drip. But onomatopoeia are words that describe sounds.
Now, rule of three. Some schools call it triplets, some schools call it rule of three, some schools call it power of three. It's the same thing. Rule of three, guys, is when three words or phrases in a row describe one focus point. For example, "ready, steady, go." "Thunder, lightning, rain." "This room is big, colorful, and spacious." "This jumper is black, red, and has a gorilla logo on it." Rule of three. Rule of three. Rule of three. I've been using three words or phrases to describe one thing.
Now, guys, juxtaposition. Juxtaposition is when something is strange. It's when something is not normal. Now, the dictionary definition of juxtaposition is "two opposing ideas," but the way I want you guys to think of this is when something strange is happening, when something isn't normal. So, in this one, what's his extract? Um, maybe the way Mr. Fisher looks at books, it's a bit over the top. His, his, his reaction juxtaposes normal behavior. It goes against normal behavior.
Sibilance, guys, is when words in a row begin with the letter S. "The snake slowly and silently slithers through the sand."
Pathetic fallacy, guys, is when the weather reflects the mood. If it's raining, everyone's sad. If it's sunny, everyone's happy.
And finally, guys, an oxymoron is when you have two opposite words side by side. "The fat footballer," "the silly teacher," "the ugly princess." It is when you have two opposite words side by side.
Now, do you need to know any more language devices? Honestly, guys, no. You don't need to learn a thousand language devices. 10 for your GCSEs is more than enough. But you must know these 10 inside out. So, when someone says, "What is a simile? What is a metaphor? Pathetic fallacy?" There's no buffer. There's no worry. There's no concern. You shouldn't be kind of heart pounding, sweat racing down your face. You should have confidence. "Yep, I know what simile is. I know what metaphor is. And I know exactly how to find it in an exam."
Now, we have this on this side. Then we have these four on this side. And if you don't know what these four are at this point in Year 11, you are cooked. But I will help you. These four, guys: noun, adjective, verb, adverb. A noun is the name of something. We don't need to go into collective nouns and pronouns. We don't need to know that. We really don't. All we need to know is that a noun is the name of something. I am a noun. This pen is a noun. This jumper is a noun. You are a noun.
And then we have an adjective. An adjective describes the noun. "This jumper is black." Black is an adjective. Jumper is a noun.
Number three, guys, we have a verb. A verb is an action. It's something you're doing. So, right now, I'm talking. That is a verb. Right now, I'm teaching. That is a verb. Right now, I am looking at the camera. That is a verb. Teaching, talking, looking. These are all verbs.
Adverbs, number four, are words that describe the verb. So, for example, if I'm looking at the camera, I don't know, "strangely," the word "strangely" is the adverb because it's describing how I'm looking at the camera. So, those are the four: noun, adjective, verb, and adverb.
So, when AQA are saying to you, "How does the writer use language?" they are only asking, "How does the writer use this?" and "How does the writer use this?" So, you want to put this into your response.
So, guys, let's recap. AQA English Language Paper One, Question Two is an eight-marker, 10-minute question within two paragraphs, and it is asking us to talk about language. When they say language, guys, they mean language devices, and they mean words and phrases. That's the first part.
Now, the second part is, I mentioned earlier that we're doing two pretzel paragraphs. But why and how do we get full marks for this question, guys? We have to go straight to the mark scheme. Now, if you go to, guys, everythingeducation.co.uk and you click on "Past Papers" across the top, and you go to "English Language Paper One," you scroll down to the mark scheme, and you look for Paper One, Question Number Two, you will find the mark scheme sitting there, waiting for us to pick it apart.
Now, I love going over mark schemes, especially with you guys, because we live in a world, guys, where information is everywhere. "Sir, so-and-so told me this." "Sir, so-and-so told me this." "Sir, do I do this? Do I do that?" It becomes very simple, guys, when we take everything. Can you guys see the board, guys? It becomes very simple when we take everything back to the mark scheme.
Now, if you look at the mark scheme on the board for Paper One, Question Number Two, there are three things that you are marked upon. Just three. One, two, three. Nothing more, nothing less. There's no secret mark scheme. There's no additional mark scheme. These are the three things that you are marked upon. And what do these things, these three things, talk about? They talk about textual detail. They talk about subject terminology, and they talk about effect. These are the three things that AQA is asking you to do for this particular question.
So, if we're going to break this down, guys, the first thing that they are marking you on is your quote. The second thing that they are marking you on is your technique. And the third thing that they are marking you on is your effect. Now, I want to sit on this for a second. This is your mark scheme, by the way. Don't underestimate this. This is your mark scheme. When you do your GCSEs, and Margaret is marking your work in the summer holidays, she is going to put your work against this mark scheme. And there are only three things you need to do to get a Grade 9, to get eight out of eight for this question. You must be able to pick out quotes. You must be able to pick out techniques, and you must be able to explain the effect. These three things: textual detail, this is talking about your ability to pick out quotes from the extract. Subject terminology. This subject is English. What are English-specific words? Those over there, and those over there. So, this is your ability to find techniques inside your quotes. And the third thing you're marked upon is your ability to analyze the effect of these techniques. So, you are marked upon three things: quote, technique, effect.
Now, guys, you might think, "Sir, that's so easy." Trust me, guys, this is what separates your bottom, middle, and top student. There are many, many Year 11s who will fail this question at the first hurdle. They will not be able to pick out quotations. Then there will be the second set of students who will be able to pick out quotations, but they won't be able to find any techniques. So, "I've got a quote, but I don't know what to do with it." We all know somebody like that. Then the third one, they'll find a quote, they'll find a technique, but they don't know what to do with the technique. And then you get the one that gets a beautiful Grade 9 because they find a quote, pick out the technique, and they're able to explain the effect.
Now, guys, this is why I love this mark scheme. This mark scheme, it puts people where they belong. Now, hopefully, because you're watching this video, we're going to get the highest grade because we're going to do all three. But I call these three steps. This step is when you crawl. This step is when you walk. This step is when you run. You can't do effect without technique, and you can't do technique without quote. That is why, guys, the three things that they are marking you on are very, very important. Which one is the most important to get eight out of eight? It's effect. But you can't do effect without technique, and you can't do technique without quote. That is why, guys, the mark scheme relies upon each step.
I'll give you an example. Some Year 11s, guys, are so bad at picking out quotes. They literally pick the first thing they find. "I want that one." And then they sit there scratching their head. "Sir, I can't find a technique." Then why did you pick that for? This is an exam. You are the boss of your exam. Not your teacher, not me. You. If you make a wrong decision, if you pick the wrong quote, guys, you've ruined the whole exam. You've ruined it. So, the first step of this question is, I beg you, guys, do not pick wrong quotes. Do not pick rubbish quotes. How do you know which quote to pick? Two simple rules. Number one, do you understand the quote that you've chosen? Do you know what it means? Do you know what the writer is telling you in that quote? If you do, pick it. If you don't, then don't go anywhere near it. That's the first rule. Second rule, try to make sure. No, no, no. You know what? No, not "try to make sure." Make sure that the quote you've chosen, after you've understood it, make sure it's got a language device or a word worth talking about. If it hasn't, leave it. That's the first step of how to pick a quote.
Now, technique, step number two. You might have a quote that's got maybe sibilance, that's maybe got onomatopoeia, maybe is a really good verb. You might have a quote that has lots of techniques. Which one do you talk about? Guys, this is where you, as a student, need to make the right call. Which technique can you speak better about? Don't speak about all of them because you're not going to get detail, which we're going to talk about in a second, but which technique can you explain the best? And that links to your effect, which we're going to cover, which we're going to cover when we write the paragraph. But, guys, look, a lot of Year 11s, they mess up this question because they make the wrong decision. "Ah, sir, you know what? I don't need to plan. I'm too good to plan. What's, what's the point of planning anyway?" The point of planning is picking the right quote and the right technique because it's part of the mark scheme. So, guys, I repeat, three things. Number one, this is the only mark scheme. So, this is what they're marking your GCSEs on. Number two, what are the three things you're being marked upon? You're being marked upon your quote, you're being marked upon your technique, you're being marked upon your effect. And finally, guys, don't underestimate any of these three because each one links to the other. You want to do a good effect, you better pick a good technique. You want to pick a good technique, you better pick a good quote. Don't be that Year 11 who always says, "Sir, I can't do effect. I can't do effect." The issue isn't the effect. The issue is you've probably picked a rubbish technique. And you've probably picked a rubbish technique for two reasons: either you haven't learned enough techniques, or the quote you chose, there's not much going on. So, guys, please keep this mark scheme in your mind.
Now, if I do a quote, if I do a technique, if I do an effect, is that enough for me to get a Grade 9, for me to get a seven out of eight, eight out of eight? The answer, guys, is no. The answer is no. Why? Because AQA say two things. They say that your writing must be perceptive and or detailed. Now, what do these two things mean? Let's go over the word "detailed" first. The word "detail," guys, simply means that they want you to write a lot. Don't give me three lines. Don't give me two lines. Give me a decent amount of writing. But then you get these Year 11s who do this: "Sir, I wrote 37 pages for my eight-marker and I still got a three out of eight." Yes, because you probably wrote a lot of waffle. And that is where the word "perceptive" comes into the mark scheme. The word "perceptive," guys, looks at the quality of your writing. So, there are two things that AQA is saying to you. It's saying to you that when you write your answers, make sure you write a decent amount, but make sure you write a good quality. Don't just, don't just repeat yourself. Don't waffle, but really build a good case for whatever you're answering.
Now, based upon this, what's the most important bullet point in the mark scheme? The most important bullet point, guys, in the mark scheme is the one that talks about effect. Why? Because it's in the effect that we can be detailed. It's in the effect that we can be perceptive. You can't be detailed in your quote because you're literally copying the quote off the page. You can't be detailed when you're saying the writer has used a simile because you're literally stating the technique. So, all of this is setting you up for the effect. And that is where you collect your marks. But I hope you see, guys, that each of these are linked. This can't happen without this, and this can't happen without this. But once you can do this, once you can pick a quote and pick a technique in the quote, then you want to really focus on how to write a solid effect, which we're going to cover in a second.
So, guys, now it comes down to what paragraph structure should we use? Do we do PETER, PEEL, PRETZEL, POTATO, POWER RANGERS? What do we do? Now, I'm the kind of person, guys, you will never, well, never say never, but you will very rarely, guys, very, very, very, very rarely catch me having paragraph wars. Ugh, I ain't got time for that. So, what are paragraph wars? Paragraph wars is when someone says, "If you use this particular paragraph, you're going to die in your exam. Don't use that paragraph. My paragraph's better." Guys, look, what is the purpose of these videos? What is the purpose of anyone's teaching? What is the purpose of my teaching? The purpose is to make sure you get the highest grade possible. That's it. That's all I care about. How do you do that? I believe for you to get the highest grade possible, PRETZEL will help you a lot over other paragraph structures. Doesn't mean you can't use other ones. Go for it. Do your thing. Use whatever you want. But let's look at the mark scheme, guys. Let's look at the mark scheme.
So, let's label out PRETZEL briefly, guys. You've got point, reference, technique, effect, zoom, effect, and link. Now, let's look at this as a student and a mark scheme. Based upon the mark scheme, are you marked upon the point of your paragraph? No, you are not. Nowhere in the mark scheme does it say that you are marked upon the quality of your point. So, you, so we're not getting no marks for it. Are you marked upon your reference? Yes, you are. Because your reference comes where it says, uh, textual detail, where it talks about your quote. Are you marked upon your technique? Yes, because technique comes under subject terminology. Are you marked upon your effect? Yes, because effect comes under when they talk about being marked upon your effect. So, you're marked upon your reference, technique, and effect. Why don't we stop there? Why don't we end the paragraph there? Because if we go back a step, and we go over here, it talks about detail and perception. I believe that doing a single effect paragraph, such as this, for example, makes it very difficult for you to get the mark for detail. That's why we zoom in. By us zooming in, we put ourselves in a position to get the highest marks.
Now, when we zoom in, what do we do? When we zoom in, we go back to the core and we pick another technique. So, zooming in is double marks, guys. Zooming in is double marks. And then we do the effect again. You've got two times that you're quoting. You've got two times that you're giving techniques. And you've got two times that you're giving effect. Now, are you marked upon your link? No, you are not marked upon your link.
Now, one second, guys. Now, guys, when I do a PRETZEL paragraph plan, you can hopefully see how this would come to life. But for now, I want you guys to understand the following: My job is to understand the mark scheme. Your job is to follow that. You don't need to understand this inside out. The reason I showed you this is so you understand number one, what to do, and number two, what to follow. If you follow PRETZEL the way you should, you will automatically tick all of this off.
Now, you're not marked upon your point. You're not marked upon your link. Why do we keep them there? They are there as our quality check. They are there to make sure we don't go off task. Your point, for example, uh, in source A, "Mr. Fisher loves books from the past." Imagine that's my point. Now, I have a focus, and the examiner who's marking my work has a focus. That's why it's good to have a point. Now, don't go crazy. This is not English Literature. Don't write a detailed point. But keep your point small, clear, and focused for your sake and the examiner's sake, because now you both know what the paragraph is about. Then spend the rest of the paragraph proving your point.
Now, your link, your link, you should be able to link it back to the point. If you get to the end of your paragraph and you're struggling to link it back to the point, then maybe you've gone a little bit off task. Don't know why I did dance here, but you know what I mean, guys. Maybe you've gone a little bit off task. Go back, double-check, and fix any problems. But your link should be easy if you haven't waffled. But I'm going to say this very, very clearly, guys. If you're running out of time, do not stress about the point. Do not stress about the link.
Just so this is super clear, guys. Uh, if you look at this, this is an answer published by the exam boards. Uh, it's a Paper One, Question Two answer. Can you guys see that? Yeah, you can. As you can see, guys, this answer was given seven out of eight. Um, as you can see, there are three things that they marked you on: effect, quote, terminology. Effect is the purple. Quotation is there, there, there, and there. And terminology: simile, verb, metaphor, adjective. Now, if you look at the response, guys, they've written two paragraphs. They've got no point, no link, but everything else in between, and they got seven out of eight. They got seven out of eight. Each paragraph has one quote. They zoom in. Language device, language device, same thing twice, and they got, guys, seven out of eight. Two paragraphs. Make sure you do these three things. And as you can tell, guys, the purple is the most prominent color because that is where the marks are.
Now, guys, let's, let's go a little bit deeper. Now, let's start to plan a question. Now that you know what we have to do and how we're supposed to do it, let's now go deeper and plan a response. So, the question, guys, that we're going to do is the one that we had at the beginning. So, the question says, "How does the writer use language to convey Mr. Fisher's views on books and stories of the past?" Guys, "stories which ran like gazelles." Let's go for that one. And "whole classes swept away in the fever." Those are my two quotes. Now that I've chosen my two references, my two quotes, now I'll choose my points. So, "stories that ran like gazelles." How does Mr. Fisher view these stories, guys? Back in the days, guys, stories were very, very imaginative. "Whole classes swept away in the fever." Stories back in the days, guys, were very, very addictive. Over here, I'm going to use a simile as my technique. We don't plan the effect. When I zoom in, I'm going to zoom in to the verb "ran" in the sentence. We don't plan the effect. And we say, "Therefore, as you can see, stories were very, very imaginative." Number two, guys, "stories are very, very addictive." "Whole classes swept away in the fever." That's a hyperbole. It's very, very over the. The word "whole" is very strong for that. Don't plan the effect. I'm going to go for the verb "swept" on this side. I'm going to go for the verb "swept" on this side. We don't plan the effect. And then we say, "Therefore, as you can see, that's it, guys." There's my two paragraphs planned. I've got a point. I've got two quotes. For each one, I've got a technique. Then I zoom in to a word in each quote. And that's it.
Now, here, guys, I want to mention one thing. There are some people that say that you need multiple different quotes to get a high grade. Guys, that's not true for three reasons. Number one, look at the model answer that I just showed you. Number two, to get the mark for detail, you don't want to begin introducing lots of new quotes. Rather, you want to dig deeper into the one you've chosen because that's what detail is. And number three, the danger of talking about lots of different quotes is that your answer will sound like a list rather than a developed response. So, if you look at the majority of the modern answers, guys, they are normally one quote per paragraph, but the students, they zoom in, they dissect that quote further, just the way I planned to do behind me on the board.
Now, let's do a recap before I do the response, before I do the answer. So, Paper One, Question Two, guys, you can see nice and clearly, we are looking at how the writer uses language. Language can mean language devices, and it can mean words and phrases. And we are doing two paragraphs, and we are marked upon three things: quote, technique, effect. And the best paragraph structure, guys, is to use PRETZEL. Now, here's an example. When you do your first technique, try to pick out a language device. And then when you zoom in, try to zoom into a verb or a noun or an adjective and so on.
Now, we're going to, we're going to write the paragraph up. I want to show you, guys, how this would look in an action piece of writing. So, we know, guys, we know that we are aiming to do point, reference, technique, effect, zoom, effect, and link. Can you guys see that? Yes. Perfect. So, we know that that's the paragraph structure that we are aiming for. Now, let's break this down step by step. When it comes to the point, we simply do a basic point. We don't elaborate. We don't add detail. For those of you who join my English Literature classes, you will know that in English Literature, your point is worth a lot of marks. In English Language, your point is not worth a lot of marks. So, we're not going to go crazy here.
Then, when it comes to your reference, there are two things. Number one, your reference, it must support the point. And number two, it must have a technique. Number three, guys, for the technique, simply state the technique. Simply state the technique. When I do the power of God, it'll make sense. But I don't want no, no delay. Some people, they don't, they will leave their technique till over here. Guys, give your technique straight away because according to the mark scheme, it talks about how you're able to explain the effect of the language. That is what we are explaining the effect of.
Now, this is where the money is at, guys. How do we do the effect? First step, guys, I always do is we begin with the basic effect. Simple, basic effect. Don't overcomplicate it. Keep it simple. We give the basic effect of whatever we've picked. Then, and I'm going to show you, guys, how we do this. Then we explain the effect of the basic effect. Now, when we do it, I'll show you, guys. And step number three, guys, we explain the effect of effect number two. So, we give effect, and then here we explain the effect of this effect, and over here we explain the effect of this effect. Again, we do want. I'll show you, guys, in a second.
Now, zooming in, guys. When we zoom in, we go back to the original quote and we select another technique. This could be another device, another simile or a metaphor, or you could pick a word, a word or an adjective or an adverb. Then, guys, we move on to the last effect. We begin with a basic effect. And step number two, guys, we explain the effect of the basic effect. And finally, guys, for our link, we refer back to the point. That is essentially the paragraph broken down into like a step-by-step guide that you may choose to follow, and which may help you, guys, a lot more in your writing. But this is how you want to write an English Language paragraph.
Now, one last thing, guys, before you add the paragraph. What do you do in your exam if you can't find language devices? What if you end up in your exam and you're looking and you're looking and you're looking, but for the life of you, you just can't find no similes, you can't find no metaphors, you can't find no verbs, you can't find nothing. What do you do, guys? At that point, you just pick at these. There is nothing wrong with just picking at these. For your first technique, maybe pick out a verb. For your second zoom, for your, for your zoom, pick out a noun. But it is absolutely fine to just do this. There are many model answers. There are some full-mark answers where students have just picked out verbs. Obviously, guys, if you can do both, but if this is me saying, worst-case scenario, if you can't find, if you can't find anything, what do you do?
Okay. Now, guys, the paragraph that we're going to write, the paragraph that we're going to write is the paragraph about "whole classes being swept away in the fever." I'm going to try to fit my paragraph on the board here. So, it's not going to be the world's most detailed paragraph, but I'm going to try to talk you through step by step how we write it. So, let's begin with the basic point. One second, guys.
In source A, Mr. Fisher views books from the past as being very addictive. Done. That's my simple point complete. We then move on, guys, to the reference. This is clear. Come on. When we learn how "whole classes were swept away in the fever." That's my reference complete. So, clear point, clear quote. Now we move on to the technique. Now we move on, guys, to the technique. The hyperbole illustrates. So, that's my technique done. That's my point done. And that's my reference done.
Now, at this point, guys, I want to, I want to mention something. So many Year 11s, they, they, they fail the exam before they even make it this far. They fail the exam before they make it this far. They'll make their point overly confusing, or they'll just try to overcomplicate the examiner. Guys, this is very simple. In source A, Mr. Fisher views books from the past as being very addictive. You can't get that wrong. Simple, clear point. Then you give your reference. "This is clear when we learn how whole classes were swept away in the fever." Please introduce your quote. Don't play peek-a-boo. Don't just randomly make your quote spawn out of nowhere. Introduce it just the way I've introduced my quote. Then you give your technique. "The hyperbole illustrates." Done. Clear point, clear quote, clear technique. If I was doing that in exam conditions for what, 30 seconds, 45 seconds, it leaves me enough time to sit on the effects.
But look, I've got, I've done the point, the reference, the technique. Now, even though this is easy, simple, and clear, remember, guys, quotation and technique was part of the mark scheme. So, I've done two-thirds of the mark scheme already. So, just remember, guys, we're collecting marks from the very beginning.
Now, I move on to my effect. So, the first thing I think about is, what is the basic effect? That "whole." Did you see what happened there, guys? That "whole classes were swept away in the fever." Maybe that books were very powerful. Maybe they were so, so, so interesting that the moment you came into touch with them, you were completely immersed inside them. Simple, basic effect. Okay, let's write down this.
So, the hyperbole illustrates the immense power and pull of these books from the past. Okay, that's my basic effect. Is that going to get me a Grade 9? Probably not. But that's my basic effect. That books from the past, they have an immense pull and power. Now, what's the effect of that? Remember, guys, explain the effect of the basic effect because I want to get depth and detail. I want to zoom in. I want to dig into my work. So, what's the effect? Ask yourself this question. When I do Macbeth, Romeo, Jackal, English Lang, whenever I'm doing the effect, I always ask the question, "What is the effect of what I've just said?" Because that will allow for that depth to exist. So, what is the effect? What is the effect of the, of these books having immense power and pull? Let's do it.
The hyperbole illustrates the immense power and pull of these books from the past. It is as though they were similar to a magnetic field. Each page pulling you closer and closer until you were unable to let go, only being released once the book was finished. All right, cool. Better. This is now better than just what I had in the beginning. But I want to go one more time. So, let's read it. So, let's read it so far, guys.
The hyperbole illustrates the immense power and pull of these books from the past. It is as though they were similar to a a magnetic field. Each page pulling you closer and closer until you were unable to let go, only being released once the book was finished. Okay, what is the impact of that? Can I squeeze out a third effect? What is the effect of that? That you just had to keep reading on and on and on, and you were only putting the book down once you let it go. Um, let's add a bit more. However, it seems that this did not mean the end. Rather, it was a temporary. Guys, I'm going to end it soon because I'm conscious of the space. I want to try to fit the whole paragraph here. Rather, it was a temporary break until you found a new book. That's my third effect done.
Now, I want to go back to the original quote and I want to zoom in. There's something I want to do first though, guys, and I want to show you, guys. This is further seen. What did I zoom to? The verb "swept." Via the verb "swept." Okay, just one small disclaimer. When you zoom in, don't waste words. Firstly, secondly, try to always start the zooming in with "This is further seen" because you want to see this as a connection between this and what comes next. You want to connect the two effects because even though we're doing effect of the effect of the effect and all these steps, when the examiner marks your work, they don't know about this. All they're going to read is this. So, they're going to see, "Wow, this is quite impressive. You've got all the mark scheme. You're building upon your effect and you're doing really well." So, always connect your effects.
"This is further seen." Meaning what I've just told you about how books are very addictive and how they were magnetic. "This is further seen." I'm going to show you this even more now via the verb "swept," which I've taken from the quote itself. "This is further seen via the verb swept." And then, guys, back to work, back to effect. "This is further seen via the verb swept." The, the verb demonstrates how the reader was helpless. That's my basic effect. That's my basic effect complete, guys. That the reader was helpless.
Let me just finish this up, guys. Guys, I wish you guys joined my classes, man. We can go over this in so much detail, but I'm trying to pack as much as I can into this YouTube video. So, hopefully, by the end of it, you'll have everything for Paper One, Question Two. This, guys, is like six, seven weeks of teaching in one video. Uh, okay.
The verb demonstrates how the reader was helpless. This, now, what's the effect of that? This is because they were unable to do anything to stop the avalanche. Guys, I got to end it soon because I'm conscious of space. The avalanche of these books, once in contact, the books would completely take over. That's my second effect complete. That's my effect done. Now we link it back to the point. Simple. Keep it clean, guys.
"Therefore, therefore, it is undeniable that Mr. Fisher views books as addictive." That's my point done. And there you have it, guys. One clear paragraph. There you have one clear paragraph. Now, I hope, guys, this is important, but this step-by-step is more important because it holds you to account. And as I tell my students, don't skip steps. Stick to the plan. You want to get the highest marks. This is a GCSE exam. You want to collect, collect, collect. Remember, you're marked upon three things: quotations. You're marked up on three things, guys: quotations. Let's, let's, let's, let's have a look. I've got quotations over there, and I've got quotation over there. Then you're marked upon your technique. I've got technique over there, and technique over there. And then you're marked upon your effect. I've got literally effect all over there, and effect all over there. So, from the, from there all the way to there, guys, my paragraph is collecting me marks.
Now, look at these paragraphs that they gave seven out of eight to. You can easily, guys, see how getting seven out of eight, eight out of eight in this exam, guys, is not hard. Just in this video, I've talked you through step by step how to get this mark. Now, if I was in your shoes, what would I do? I would do the following, guys. I would do the following. Then I would go to "Past Papers" at the top. Then I would go to "English Language Paper One AQA 2026." And there's eight papers here. I would literally, if I was in your shoes, I would go through now and I would do eight Question Twos. Plan, write. Plan, write. And when you write them, and when you plan them, do it like this. It's okay. So, write this down and tick it as you go through it, and hold yourself accountable. So, by the time you get to your GCSEs, you don't need, you don't need to do this because it's ingrained in your mind. Okay, I do my point, give my quote, give my technique, do my basic effect. Then I explain the effect of that basic effect. The more you train yourself, the easier you will get at it. You've still got plenty of time. There's a reason why I'm releasing these videos now, because it gives you enough time to practice before the actual exam.
Okay, cool. Guys, I genuinely hope this video helped. Ugh, videos like this, guys, can be tough because you're giving so much in one video. But I feel as though in this video, you've got everything you need. Watch it back, guys. Watch it back. Watch back certain parts. Um, and then make sure you do the practice. This is not the end of your revision. This is the start of your revision. Now you know what to do. Go off and do it.
Okay, cool. Um, guys, tomorrow we will do the same for Paper One, Question Three, uh, from the ground all the way up. So, do check out that video tomorrow. As always, guys, if you ever need English classes, do check out myself on everythingeducation.co.uk. And finally, guys, as always, as always, as always, thank you so much for your support, guys. It is very, very much appreciated. Also, guys, last thing before I forget, last two things before I forget. Some of you are asking me about doing live, the live before the exam. Yes, guys, I will be going live on YouTube the night before the GCSEs. But don't worry about that right now. That's like last-minute.com. We're not worried about that for now. Focus on these revisions. Revisions, these videos. And the second point was about predictions, but forget about predictions for now. All right, guys. It's been Mr. Everything English. I'll see you tomorrow for structure.