I have just left teaching after 9 years in the classroom. As an act of reflection, but also a bit of a brain dump, I've started to distill all the things I've learned into this blog.
Please take as much or as little of it as is useful.
AQA English Language Paper 1, Question 2
In my last post, I covered the basics for making inferences in preparation for answering Paper 1, Question 2, using the following steps:
Preach the value of the question stem always being the same to create clarity and confidence for students.
Box and highlight the relevant parts of the text in relation to the question.
List initial impressions of the focus and use MWB checks to assess.
Use questions to build up students' inference skills.
Use a metaphor like the 'iceberg of metacognition' to codify the steps that students need to complete each time they answer a similar question.
Solidify these skills through shed loads of practice (SLOP).
Now that we are confident that we have something to say about the text, we can begin to write some answers in full.
How much should I write?
This is a perennial question that students will ask, especially if they don't like writing (which is most students, I find). However, I also have a theory that it's not the writing itself that students are bothered by, it's the idea of endless writing. They basically want to have their expectations managed: how long is this going to take me? How can I measure how far I still have left to go?
To get around this, I use the rule of thumb that the number of the question = the number of paragraphs you need to write.
Q2= 2 paragraphs
Q3= 3 paragraphs
Q4= 4 paragraphs
It's not perfect, by any means, but as a pragmatic solution to the "how much should I write?" question, clarity creates certainty and certainty creates confidence.
Of course, the moment you give students an answer, they will almost certainly follow up with "how long should my paragraphs be?"
Well, if you shut up for a minute, I'll tell you (please don't say this to students, though).
2. Use the Four Sentence Paragraph Builder.
To produce a perfect answer for question 2, students need to convey three key ideas:
The overall impression that the writer creates of the focus of the question.
The techniques/methods that the writer has used to convey these ideas throughout the text (and where they have been used) .
What the writers' use of these techniques/methods make us think/feel/realise/understand as readers.
Or in shorter form:
What has the writer done?
Where/How have they done it?
What does it make us think?
…and in order to scaffold this kind of thinking, I use 4 sentence stems as a foundation to build upon:
Topic Sentence: The writer creates the impression that…
Evidence & imagery: This is best shown when the writer describes "…" creating the image that…
Word Level Analysis: In particular, the [WORD/NOUN/VERB/ADJECTIVE/ADVERB] "…" has associations with…
Secondary evidence: This idea is then reinforced when the writer describes "…" adding to the sense that/of… for the reader.
3. It's about function, not form.
As a note on the above, although I have always relied heavily on writing frames, I've always been clear about two things:
Giving them the frame is not enough: it always needs to be modelled effectively (see below)- the greater the variety of excellent examples students can see, the better developed students' sense of what 'good' looks like will be.
When using a frame, I was always keen to emphasise the function of the frame and not be too beholden to the form: what I mean by this is that when I modelled topic sentences, for example, I would always be clear about the purpose of that particular sentence within the whole. The actual wording that students use might completely change but the sentence will still serve the same purpose. Similarly, if I use models from elsewhere (like Exampro, for example) those sentences won't use the same phrasing as mine but they will serve the same function.
E.g:
Topic: the purpose of this sentence is to be really clear about what our paragraph is going to be about. What is the main idea that I'm trying to present?
Evidence and Imagery: the purpose of this sentence is to show where in the text I have developed my ideas from and what that particular piece of text suggests that to me.
Word Level/Method Analysis: the purpose of this sentence is to think about the specific choices that the writer has made. Why did they use that particular word or technique. It's NOT about spotting fancy techniques; we always need to focus on the meaning here.
Secondary Evidence: the purpose of this sentence is to check my answers and make sure that there is more than one piece of evidence that supports my ideas. It also makes my paragraph more persuasive because I'm presenting a range of evidence from the extract.
4. Model it
As noted above, I will then take my basic sentence frames and model them in action. Last time, I used the following extract as an example. Let's build on that further now:
Look in detail at this extract, from lines 5 to 13 of the source:
How does the writer use language here to describe the villagers
You could include the writer’s choice of:
• words and phrases
• language features and techniques
• sentence forms.
Harvest was their favourite time of year. Working round the clock, they gathered the best weeds that had grown in the swamp that season, bundled them onto donkey carts, and drove their bounty to the market town of Chipping Whippet, a five days’ ride, to sell what they could. It was difficult work. The swampweed was rough and tore their hands. The donkeys were ill-tempered and liked to bite. The road to market was pitted with holes and plagued by thieves. There were often grievous accidents, such as when Farmer Pullman, in a fit of overzealous harvesting, accidentally scythed off his neighbour’s leg. The neighbour, Farmer Hayworth, was understandably upset, but the villagers were such agreeable people that all was soon forgiven.
Using the four sentence stems, a model answer would look like this:
Topic Sentence: The writer creates the impression that the villagers are dedicated and hardworking.
Evidence & imagery: This is best shown when the writer describes how "harvest was their favourite time of year" creating the image that they love working to bring in the harvest, even if it is "difficult".
Word Level/ Method Analysis: In particular, the adjective "favourite" has associations with something treasured or special.
Secondary evidence: This idea is then reinforced when the writer describes how the villagers were "agreeable" and forgive each other when "grievous accidents happen", adding to the sense that their love for the harvest comes above all other things for the reader.
Some notes:
When I talk about imagery, I am explicit with students that this means 'language that allows the reader to visualise what is being described' and that they can show this by translating/transcribing any quotation into what it means in their own words.
When I talk about 'associations', I am explicit with students that this means 'a mental connection between two things' and prompt them to identify what they would link their chosen word to. As an addition to this, I will also prompt them to use the word 'something' if they get stuck (as in 'something treasured or special') to make their analysis flow more easily.
5. Spot the errors
When I first get students using these frames, I will usually get them to number the different sentences as they write them in their books. The reason for this is so that I can pinpoint any errors/misunderstandings (and address them) as I circulate before we start to build up the complexity of the paragraphs further. If lots of students are making the same errors, I will stop students practicing independently and re-teach that point.
Some common errors that you will see at this stage:
1.Topic Sentence: The writer creates the impression that…
Error: students write about something that isn't related to the question.
Solution: Ask the student to refer back to the question: 'Is what you've written about [FOCUS]? [Pause for response] OK, what was the question about? [Pause for response] Brilliant- you know exactly what you're doing. So, let's write that sentence again on a new line here but make sure that we answer the question. [Direct student where to write new sentence]"
Error: students repeat the exact words from the text (i.e. do not show an inference).
Solution: Ask the student to refer back to their notes: "What did we say about our impressions of [FOCUS] when we started to put this into our own words? Remember, you want to show what's beneath the surface of the iceberg, not just repeat what's on the surface. (E.g., The villagers are dedicated and hardworking)" [Pause for response] Perfect. So, let's write that sentence again on a new line here but make sure that we answer the question. [Direct student where to write new sentence]"
2. Evidence & Imagery: This is best shown when the writer describes "…" creating the image that…
3. Word Level Analysis: In particular, the [WORD/NOUN/VERB/ADJECTIVE/ADVERB] "…" has associations with…
4. Secondary evidence: This idea is then reinforced when the writer describes "…" adding to the sense that… for the reader.
As you'll see from my scripts I have a few things that I tend to focus on:
Limit the focus: only ever work on one thing at a time. Link it to an explicit part of their writing (sentence 1,2,3 or 4).
Don't give them the answers: at worst, give them a range to choose from but direct them rather than tell them.
Tell them exactly what to do with the information afterwards: "write that down here". This isn't because I'm a control freak (I mean, I might be) but rather because I don't want them wasting cognitive capacity of basic operations like 'where shall I write that?'- their job is to focus on the thinking, I'll deal with the other bits.
6. Layer up the writing frame
Once you have addressed any misconceptions and got students writing clear responses, it's time to increase the complexity of those responses, still using the basic frame of those four key sentences. Each time I introduce something new, I will model this for students and get them to see how each addition makes our paragraphs better. As you can probably tell, I was usually teaching weaker groups - but on the rare occasion that I had a stronger group, I would either start by using more advanced frames anyway, or move though this layering process faster.
Stage 2: expand your word level analysis. To do this, I add on to Sentence 3, using discourse markers like 'moreover, furthermore, in addition etc.) Really, what this is prompting students to draw more to of the text than just singular pieces of evicence and giving students more practice playing around with words.
Topic Sentence: The writer creates the impression that…
Evidence & imagery: This is best shown when the writer describes "…" creating the image that…
Word Level/ Method Analysis: In particular, the [WORD/NOUN/VERB/ADJECTIVE/ADVERB] "…" has associations with…
Furthermore, this is then added to by the [WORD/NOUN/VERB/ADJECTIVE/ADVERB] "…" which has associations with…
In addition, the [WORD/NOUN/VERB/ADJECTIVE/ADVERB] "…" also adds to the atmosphere by linking to…
Secondary evidence: This idea is then reinforced when the writer describes "…" adding to the sense that/of… for the reader.
Stage 3: expand students' technical accuracy. At this point, I will introduce a pattern that I want to see in student's work and start to check for this when circulating. That pattern is:
Writer's method
Textual detail
Effect on the reader.
Or more simply: [WM]—> [TD]—> [EF]
and the reason for this is that now we have a firm handle on how to extract meaning from the text, we can build up our mastery of the writer's craft.
Topic Sentence: The writer creates the impression that…
Evidence & imagery: This is best shown when the writer uses [WM] to describe "[TD]" creating the image that [EF]
Word Level/Method Analysis: In particular, the [WM] "[TD]" has associations with [EF]
Furthermore, this is then added to by the [WM] "[TD]" which has associations with [EF]
In addition, the [WM] "[TD]" also adds to the atmosphere by linking to [EF]
Secondary evidence: This idea is then reinforced when the writer uses [WM] to describe "[TD]" adding to the sense that/of [EF] for the reader.
or to work that into our villagers example:
Topic Sentence: The writer creates the impression that the villagers are dedicated and hardworking.
Evidence & imagery: This is best shown when the writer uses the noun phrase 'favourite time of year' to create a clear image of their love for the harvest, even if it is difficult.
Word Level Analysis: In particular, the adjective "favourite" has associations with something treasured or special.
Furthermore, this is then added to through the use of the metaphor 'round the clock' to emphasise how the villagers work non-stop, further emphasising how dedicated they are.
Secondary evidence: This idea is then reinforced when the writer uses the adjective 'agreeable' to describe how the villagers forgive each other when 'grievous accidents happen', adding to the sense that their love for the harvest comes above all other things for the reader.
7. Shed Loads of Practice (SLOP)
At each stage, as before, we will then do a ton of practice to embed each new skill, using the same texts that we previously used to develop inferences in order to isolate the skill of writing specifically.
Impression, ideas, thoughts & feelings.
Topic
Evidence + imagery
W/MLA (word or method level analysis)
Secondary evidence
and then, we'll be ready to look at the second paragraph!
Some useful things:
Need some resources for this question? find some here.
For more on modelling from Tom Sherrington, see here: https://www.youtube.com/watch?v=8JL71Vj8-1c
For more on modelling from Craig Barton, see here: https://www.youtube.com/watch?v=y2XRSDNy-4w
For more on modelling and the split attention effect (from Craig Barton again), see here:
For even more on modelling from James Durran, see here: https://jamesdurran.blog/2024/08/13/modelling-and-how-to-plan-for-it/
Have questions?
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