English Language

Students of Key Stage 3 and GCSE English Language have various development needs, ranging from basic accuracy to the more advanced aspects of critical reading and creative writing across the various genres. I help students to tackle these needs effectively, through well-designed tasks with constant feedback and adjustment of their work. I guide students in editing their own writing in depth. This process of editing leads to dramatic improvements, but rarely occurs in school due to time restrictions.

In comprehension sessions with students, I start by helping them to identify key information in a text, and then to ‘read between the lines’ to make inferences, and reach overall conclusions about the ideas and emotions the author is conveying. Higher marks are awarded to students in GCSE English Language, and beyond, to students who can infer information which is implied, or ‘hinted at’ by writers, and who can use this implicit information to understand the underlying purposes of the text.

My students undertake supervised close reading to uncover the layers of meaning and emotions that writers put in their fiction, journalism and poetry. They also develop the precise terminology to quickly and accurately describe and explain the techniques used by the writer, and the possible effects of these techniques on readers. The student’s own academic language is also developed so that they can perform better under exam conditions.

GCSE English Language students are now assessed on their understanding of structure, or the organisation of the text. This can seem to be a rather difficult and abstract concept, but I work with my students on understanding the ways in which texts are organised to make them persuasive or entertaining.

In the case of creative writing, this includes understanding the timeline, shifts of viewpoint and narrator, and underlying thematic structures. With carefully supervised practice, it becomes easier to see these features which underpin texts, and to explain their importance to readers.

A student can only understand the proper meaning of a text if they understand the tone, or attitude of the writer towards their subject matter. It can be easy to misinterpret a text, for example by seeing it as being serious when the author intended irony or sarcasm. I am dedicated to sharpening my students’ ‘radar’ in detecting author’s attitudes so that they can develop an accurate evaluation of everything they read.

This is complemented by a greater awareness of the mood in creative writing , whether sombre or joyous, playful or deadly serious, and of the atmospheric effects that authors create to immerse readers in their fictional worlds. I encourage all students to read entertaining but challenging literature in genres they really enjoy, as an adjunct to the compulsory exam texts.

Developing evaluative skills means becoming more aware of how  our personal reactions to a text are shaped not only by our personal tastes and experiences, but also by the craft of the writer.

With my students, I look at creative texts in different styles, and from various periods, to discuss in depth our reactions to them, and the way the writer has shaped those reactions, whether through deep description of setting or character, or fast-paced action.Through considering short extracts in a variety of styles, students gain more points of comparison to inform their evaluation. Evaluation skills attract a relatively high proportion of the marks in the GCSE English Language examination.

The GCSE English Language exam requires candidates to compare and contrast two texts on a similar subject, so I help my students to pick out similarities and differences in their treatment of the topic, and to summarise and synthesise, bringing together the key points of both. With careful reading, we can detect different approaches and attitudes towards a subject, and increase our  understanding of the way those views are expressed.

 Our descriptive writing should be guided by what we want the reader to feel. In my sessions, we start with precise sensory writing that the reader can feel with all of their senses. In a description of the image above, readers should be able to smell the damp grass and feel the cold soles of our bare feet treading on it, tasting the morning air as we squint in the sunlight reflected from the dewdrops on the tiny spider's web, wondering what its footsteps would sound like to a more sensitive ear.

When sensory language isn't enough, we extend into simile, metaphor and other forms of imagery. A dewy spider's web can be described as a 'net of jewels' , 'hammock of gems' or a 'tiny translucent constellation'. The possibilities are only limited by our vocabulary and imagination, both of which can be expanded endlessly. A GCSE English Language examiner should find your descriptive piece engaging, and ideally just enjoy it and forget that they have to give you a mark.

Writing quickly under exam conditions, students have to jump straight into the middle of the action to save time, keeping their plot very simple and focusing on the problems of one main character. Many students can convey strong feelings in their writing, but are often vague on the details.

I enjoy helping my students to write more exciting stories by developing quick ways to get the reader caring about the character and their situation by making them more real. We also work on both language and structure so that the story immerses the reader whilst carrying them along through the narrative.

When we write to explain, inform or advise, we are doing it for a specific purpose. I work with my students on clarity and detail.The reader needs to understand, rather than be entertained as in creative writing. This means including all the relevant facts and linking them together in a way which is helpful for the reader, while avoiding unnecessary description which might just confuse.

Argumentative and persuasive writing both take a position on an issue. When we are writing to argue, we are supporting our position with logic and evidence, including fair consideration of opposing viewpoints. Persuasive writing tends to use all means possible to get the reader to agree, using opposing viewpoints just to discredit them. I work with Key Stage 3 and GCSE students on producing convincing arguments and persuasive pieces that engage readers and strike the right tone.