Jaws

1. Jaws AQA English Language Paper One Practice

2. Source A In Paper One of the exam, you will receive onefictional source to respond to. This source will be an extract taken from a 20th or 21st century literary text. The extract we are practising with today is taken from Peter Benchley’s Jaws, published in 1974.

3. Active Reading of the Source Do not jump straight to answering the questions; take some time to read the source through. Try to determine exactly what the author is trying to ‘show you’ by the end of the extract, and how the extract makes you feel. Ask yourself the question: have any of these ideas developed or changed by the end? Make notes about what is happening/being focused on/being described by the narrator alongside each paragraph as you read.

4. ENGLISH LANGUAGE PAPER 1 REVISION Need to spend 10 minutes READING the text CAREFULLY maybe even twice! Q1- 4 marks Q2- 8 marks Q3- 8 marks Q4- 20 marks Q5- 40 marks Write a story or a description based on an image.

5. ENGLISH LANGUAGE PAPER 1 REVISION Need to spend 10 minutes READING the text CAREFULLY maybe even twice! Q1- List four things Q2- How does the writer use LANGUAGE to.. Q3- How does the writer STRUCTURE the text to… Q4- A student said “______” to what extent d you agree? Q5- 40 marks Write a story or a description based on an image.

6. ENGLISH LANGUAGE PAPER 1 REVISION Need to spend 10 minutes READING the text CAREFULLY maybe even twice! Top tip: Read the questions first before reading List four things that you learn about the boy in paragraph 2. Look at the last paragraph, how has the writer structured the text to describe the shark attack in a horrific way? How has the writer structured the text to interest the reader? A student having read this extract said “The narrator makes you feel like you are close to the shark attack as though you had seen it happen from a boat a few metres away” To what extent do you agree?

7. Q1 List four things that you learn about the boy in paragraph one (4 marks) • Tips: • Write in full sentences. • The boy is brave and not afraid of water. • Don’t have VERY explicit things because you won’t stand out amongst the rest and risk not getting a mark if it’s too simple. • e.g. The boy had ankles in the water

8. Answers he was resting in the water his arms were dangling down his feet and ankles were dipping in and out of the water his head was turned towards shore he noticed he’d been carried out further than he should be he could see his mum lying on the towel/ a man and child playing he was not afraid he was not far from the shore he wanted to get closer before his mother saw him he eased himself back a little his arms displaced the water almost silently his kicking feet made splashes

9. Q3 How has the writer structured the text to interest the reader. • What’s the narrative focus in the beginning, middle and end? • How does the tone/mood change across the text? • What’s the pace like (slow/fast) and does it change? • How does THE READER feel as we go through the text? • What new information do we learn that increase tension?

10. Q3 How has the writer structured the text to interest the reader. Task Two: Go through the text and outside EVERY paragraph note down what the tone is like. e.g. Paragraph One: calm tone to relax reader. Task One: Go through the text and outside EVERY paragraph note down what the focus is. e.g. Paragraph One: focus on an unknown fish

11. Useful STRUCTURE sentences • The extract begins with a focus on… • As the text develops, the writer shifts the focus to… • The focus at the end shifts to… • The ending reminds the reader that… • The ending encourages the reader to feel…

12. Q3 How has the writer structured the whole text to interest the reader. The writer in the beginning focuses on an unknown fish swimming innocently in the sea because it says “the great fish swam slowly its tail waving”. This creates a calm tone at the beginning to make the reader not suspect that any danger is ahead. Also the writer focuses on an unknown fish rather than a shark to trap the reader in a false sense of security that this fish is just a calm creature. What is the focus on? Evidence Explain the effect on the reader This creates….This makes the reader… This sets a…. This suggests…

13. Q3 How has the writer structured the whole text to interest the reader. As the text develops, the focuses shifts to a boy who has drifted on a boat at sea on his own because it says “he had noticed that he had been carried out”. This slightly lessens the calm tone at the start because even though the boy is relaxed “dipping in and out of the water”, the writer has heightened some anxiety for the reader here because the boy has drifted away from his mother and he could be at threat of drowning or getting too lost at sea. The writer pays attention to the boys relaxed attitude too to further trap the reader in the false sense of security that was created at the start with the unknown fish. What is the focus on? Evidence Explain the effect on the reader This creates….This makes the reader… This sets a…. This suggests…

14. Q3 How has the writer structured the whole text to interest the reader. At the start of the text, the writer deliberately focuses our attention on…when it says…. which creates… What is the focus on? Evidence Explain the effect on the reader Write your answer  See the whole text as a journey: what did we learn? How did we feel? When did things get realised? This creates….This makes the reader… This sets a…. This suggests…

15. Question Two How does the writer use language to… You will look at a small section the same extract and have to consider how the writer’s choice of language has created a specific impact on readers. As a reader, think about the overall tone that is created. Highlight any words/phrases that create this effect. Comment on the effect of the use of specific language techniques, AND the impacton the reader (you!).

16. Question Two what descriptive techniques have been used? what to focus on How does the writer use language to describe the shark’s attack?

17. Question Two The boy’s last – only – thought was that he had been punched in the stomach. The breath was driven from him in a sudden rush. He had not time to cry out, nor had he had the time, would he have known what to cry, for he could not see the fish. The fish’s head drove the raft out of the water. The jaws smashed together, engulfing head, arms, shoulder, trunk, pelvis and most of the raft. Nearly half the fish had come clear of the water, and it slid forward and down in a belly flopping motion, grinding the mass of flesh and bone and rubber. The boy’s legs were severed at the hip, and they sank, spinning slowly to the bottom.

18. Question Two What specific words create this technique? What languagetechnique has been employed? What impression does this create? shows how quickly and out-of-the-blue the attack happened parenthesis The word ‘only’ ‘the boy’s last – only – thought’

19. Question Two The writer’s use of parenthesis in the quotation, ‘the boy’s last – only – thought’ shows how rapidly the attack happened and how quickly the boy has been killed by the shark, which demonstrates the shark’s power. This creates sympathy from the reader because he is a young child whose future is lost.

20. Question Two What specific words create this technique? What languagetechnique has been employed? What impression does this create? shows destructive capabilities of the shark and its attack on the boy verb phrase The verb ‘smashed’ ‘the jaws smashed together’

21. Question Two The verb phrase ‘the jaws smashed together’ shows the destructive capabilities of the shark during its attack on the boy. The use of the determiner ‘the’ instead of ‘its’ gives the shark’s jaws a formidable power of their own, demonstrating to the reader that they are something to fear.

22. Question Two Choose one of the following uses of language to analyse in more detail, as previously demonstrated: The use of listing in the quotation, ‘engulfing head, arms, shoulder, trunk, pelvis and most of the raft’ The use of imagery in the quotation, ‘grinding the mass of flesh and bone and rubber’ Challenge: theuse of sibilance in the quotation, ‘they sank, spinning slowly to the bottom’

23. Exemplar Answers The use of listing in the quotation, ‘engulfing head, arms, shoulder, trunk, pelvis and most of the raft’ suggests that the shark has consumed almost every part of the boy and his raft, signifying its immense strength and hunger for blood. The ordering of the body parts allows the reader to imagine the boy being swallowed head first, inciting fear in the reader. The use of imagery in the quotation, ‘grinding the mass of flesh and bone and rubber’ reveals the outcome of the shark’s attack: it has reduced the young boy to nothing but a bloody mess. The imagery is violent and uncomfortable for the reader, who is likely to be horrified by his death. The use of sibilance in the quotation, ‘they sank, spinning slowly to the bottom’ creates a softer tone than the previous descriptions, leaving a harrowing impression on the reader as the last ‘whole’ part of the boy sinks slowly to the bottom of the sea. The shark’s attack has completely destroyed him.