WHY

OVERVIEW

(3 words or phrases)

HOW

(QUOTATION)

WHAT

(method)

WRITE THE OVERVIEW AND THREE PARAGRAPHS

( 3 levels – This means, this suggests/implies, in addition…)

P2 Q3

Language

OVERVIEW (negative/positive – change?)

COMPARE TO SOURCE B VIEWPOINT (similarity/difference)

SOURCE A - VIEWPOINT

SOURCE A – INFERENCE (3 levels – means, suggests/implies, in addition)

QUOTATION/METHOD (the writer uses)

P2 Q4

Compare viewpoints

QUOTATION/METHOD (the writer uses)

SOURCE B – INFERENCE/COMPARE

(3 levels – means, suggests/implies, in addition – intensity?)

REPEAT 3-4 TIMES

SOURCE B ( similarity/difference)

SOURCE A (similarity/difference)

SOURCE A – INFERENCE (This suggests…)

QUOTATION

P2 Q2

Summary

QUOTATION

SOURCE A and B – INFERENCE (This suggests…)

REPEAT 2-3 TIMES

SHADE THE CIRCLE

RE-READ THE RIGHT SECTION

FIND THE 4 TRUE STATEMENTS

CHECK EACH STATEMENT IN THE SOURCE

- TRUE OR FALSE

FOLLOW INSTRUCTIONS TO CHANGE ANSWER

P2 Q1

Select and retrieve

• Begin by responding to the form. e.g. headline for article, Dear … for letter etc.
• PARAGRAPH 1 - Write an anecdote – Imagine. Imagine this… or overheard dialogue – have an interesting start.
• Comment on the anecdote – how does it support your argument?
• Use a more, more, more and a less, less, less sentence (or other structures you have learned.)
• PARAGRAPH 2 - Start with a rhetorical question – respond to the question you ask.
• Use alliteration, a fortunately, unfortunately sentence, brackets and a semi-colon to link two sentences
• Introduce an extended metaphor if you can.
• PARAGRAPH 3 - Start with Furthermore.
• Include: quotation from someone who is involved; comment on how that quotation supports your argument
• Use emotive language, extended metaphor, hyperbole, a not only, but also sentence, a double adjective start sentence, a dash

​

• PARAGRAPH 5 – Start with In addition, or Also, or Indeed.
• Use a triple noun:colon sentence, anaphora and some triplets/tricolons
• Use a quotation from an expert, comment on what they say.
• Use some statistics and comment on what they show.
• PARAGRAPH 6 – Use the counter-argument – ‘However, some people may claim… but…
• Use an it isn’t, it is sentence, anadiplosis (start sentence with last word of previous sentence.)
• Start a sentence with ‘It may seem ironic that…’,
• Use brackets, semi-colon and colon
• PARAGRAPH 7 – Start with Finally, or In conclusion…
• Return to the opening and suggest a solution(s) to the issue
• Use a whoever, whenever sentence and end with an imperative or impact sentence
• – use metaphor, repetition or epiphora

​

P2 Q5

Language

Paper 2 Q5

UPGRADE YOUR SENTENCES!

The not only, but also sentence

The so, so, so sentence

The more, more, more sentence

The it isn’t, it is sentence

The less, less, less sentence

The fortunately, unfortunately sentence

The double verb start sentence

The double adjective start sentence

The whoever, whenever sentence

The triple noun, colon sentence

The adverb start sentence

The repeated relative clause sentence

(which, that, whose, whoever, whomever, who,

and whom. In some situations, what, when and �where)

DIACOPE – repetition of a word or phrase with one or two intervening words.

e.g ‘Terror. Blood-curdling terror.’

CHIASMUS –Inverting ideas e.g. ‘He

Chased that which escaped him and escaped that which chased him.’

ANAPHORA –repetition of a word or phrase at the beginning of successive clauses e.g. ‘No hiding place, no shelter, no sanctuary from the burning sun.’

EPIPHORA – repetition of a word or phrase at the end of successive clauses e.g. ‘Surrounded by silence; cocooned in silence; isolated in silence.’

ANADIPLOSIS – words used at the end of a sentence are repeated again at the beginning e.g. ‘He was gripped by terror. Terror created nightmares. Nightmares haunted him.’

RELATIVE CLAUSE – repeating a relative pronoun e.g. ‘Climate change: where the sea level rises; where storms increase; where the ice caps melt.’

P2 Q5

Language