Don’t tell me the moon is shining; show me the glint of light on broken glass. - Anton Chekhov

AICE AS LEVEL EXAM FAQ

Welcome to the AICE AS Level English Language FAQ (Frequently Asked Questions) page

What do you need to KNOW to be successful on an AICE exam?

Let me HELP you ACE the AICE EXAM

< Click here / read now and before each of the exams >

THINGS to know: TAP-T, GASP, TAPAS-G, FSL chart, REGISTER, TONE, sixteen types or forms / genres, etc.

What Text Types or Genres / Forms do you need to know for AICE?

Tips for Enhancing your writing

Participles:

Absolutes:

Appositives:

Adjectives Out of Order:

Action Verbs:

What Key Words do you need to know for each Text Type or Genre / Form?

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Welcome to the AICE AS Level English Language FAQ (Frequently Asked Questions) page

Welcome to the FAQ or Frequently Asked Questions about the AICE Language AS examination.

Using the questions asked by students, I have created a page for students. If you have a question that is NOT answered here, feel free to email me at richard.ehrlich@palmbeachschools.org .

NOTE: The secret to reading comprehension is to slow down. Take your time. Read and make notes as you go. Also, if there are questions or a prompt to answer, read them over so you know what to look for. Again, there is no substitute for annotating and note-taking as you read.

What do you need to KNOW to be successful on an AICE exam?

Cambridge International AS English Language provides the opportunity to study English language and its use in communication. You are encouraged to respond critically to a wide variety of texts in a range of forms, styles and contexts, and to promote skills of communication, reading, research and analysis.

You develop your ability to read and analyse material, gaining further knowledge and understanding of English language features and issues.

You develop the skills of writing clearly, accurately, creatively and effectively for different purposes and audiences.

• You learn about a wide range of material from a diverse range of sources, such as advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.

• You learn to demonstrate knowledge and understanding of the linguistic elements and features of texts, such as parts of speech/word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph and text-level structure, formality/informality of tone, and pragmatics.

• You learn to develop an intimate knowledge and understanding of the conventions and discourses associated with a diverse range of genres, styles and contexts, enabling them to respond reflectively, analytically, discursively and creatively, as is appropriate to the task or context.

• A secure degree of technical accuracy – especially in the use of spelling, punctuation and tenses – is required at this level.

I can not stress enough the IMPORTANCE of ANNOTATING readings (and your own writings) as well as PLANNING before you write any form, commentary, or analysis.

Let me HELP you ACE the AICE EXAM

< Click here / read now and before each of the exams >

THINGS to know: TAP-T, GASP, TAPAS-G, FSL chart, REGISTER, TONE, sixteen types or forms / genres, etc.

Let me HELP you ACE the AICE EXAM

Please review carefully NOW, and before you take the AICE exams, both for Paper 1 Reading or Paper 2 Writing)

TAP-T

REMINDER: Focus on TAP-T when examining the AICE prompts.

Whether examining and/or comparing (especially for your introductions for Q1B and Question 2) your source writing or the repurposed writing, you must always identify the…

T or Text Type (aka FORMS or GENRES and the conventions that go with it);

NOTE: Hopefully you have memorized the sixteen (16) text types / GENRES / FORMS that we have discussed in class (and have noted on the web site, etc.): https://sites.google.com/palmbeachschools.org/english-with-ehrlich/aice-language/aice-as-level-exam-hints

If you forget the conventions of a text type / Genre / FORM, USE your imagination and think about what would be important to a text type / form / genre (e.g. Diaries would have dated entries and personalized first-person experiences noted; blogs, editorials, and articles would have headlines and bylines as well as creative, delayed leads and a CALL TO ACTION; podcasts would have headlines and creative introductions, information descriptions; letters would have salutations, actions, and closings; while both deal with a person's life, a memoir focuses on a specific period or theme, rather than the entirety of a life (which is often the focus of an autobiography), etc.). REVIEW the forms or genres and memorize them.

A or Audience (whom you are writing for), and

P or Purpose (why you are writing) -

T for Tone (attitude or emotional state of the writings as noted in the prompt (i.e. enthusiastic, positive etc.).

Another technique some like is GASP

GASP stands for Genre, Audience, Subject, and Purpose. Just like TAP-T, it focuses on TEXT TYPE (Genre / form and the conventions that go with it), Audience (whom you are writing for), Subject (general idea), and Purpose (why you are writing). I still like TAP-T because it also reminds you to address the TONE (attitude or emotional state that should be in the writings).

The whole point of identifying the TAP-T or GASP of a text is to be clear what type / genre / form of text you are analysing – once you’ve identified this, you can link linguistics to points of TAP-T or GASP in the paragraphs that follow.

2. MOST IMPORTANT element to remember to analyze

Tone, also known as REPRESENTATION

What is the text about and is the representation positive or negative? For instance, does a newspaper article about the homeless (and is therefore a representation of the homeless) present us with a representation that is positive or negative – does it use a term with neutral connotations, like “homeless”’ or critical terms like “beggars” or “tramps”?

3. Write about 8-10 LANGUAGE / LINGUISTICS and STRUCTURAL elements (see the FSL chart attached to remind you) in separate paragraphs AND explain the EFFECTS of the elements of the FSL chart used in the writings. REMINDER: Use PQC (make a point; quote or paraphrase an example; also, explain or provide commentary on the point and the quote or paraphrasing).

4. REGISTER or diction should be also be addressed

5. TAPAS-G

Using TAPAS-G is another useful way to remind you on what to write about in introductions and / or to examine in your analysis. You should be able to state what is each of the following as it pertains to the reading:

T = Tone

Tone refers to the attitude or emotional quality conveyed by a speaker or writer in their communication. It can be expressed through word choice, sentence structure, and overall style. Tone helps to set the mood of a piece of writing or speech and can influence how the audience perceives the message.

A = Audience

Audience refers to the group of people for whom the text is intended. Understanding the audience is crucial for writers because it influences the content, style, tone, and structure of the writing.

P = Purpose

Purpose refers to the reason or intent behind creating a piece of text. It answers the question of what the writer aims to achieve with their writing.

A = Author

In academic and literary contexts, the author's identity can be important for understanding the perspective, context, and credibility of the work.

S = Subject

Subject refers to the main topic or focus of a piece of text. It is what the writing is about and can be expressed in a word or phrase.

G = Genre

Genres help to classify works based on their content and form, making it easier for readers to identify what to expect from a piece of writing.

FSL CATEGORIES CHART

Form

Structure

Language

You must be able to IDENTIFY and to USE at least eight (8) to 10 (ten) linguistic elements (e.g. parts of speech / word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, etc.).

What Text Types or Genres / Forms do you need to know for AICE?

Tips for Enhancing your writing

The "five grammar brushstrokes" refer to a set of sentence-structure techniques that can enhance writing, particularly descriptive writing. These techniques are popularized by Harry Noden in his "Image Grammar" approach. Here's a breakdown:

Participles:

These are verb forms (usually ending in "-ing" or "-ed") used as adjectives to add action and detail.

Example: "Hissing, slithering, and coiling, the snakes attacked."

Absolutes:

These are noun + participle combinations that modify an entire clause, adding detail and imagery.

Example: "Hands shaking, feet trembling, the climber edged along the cliff."

Appositives:

These are nouns or noun phrases that rename or provide additional information about a nearby noun.

Example: "The raccoon, a scavenger, enjoys turtle eggs."

Adjectives Out of Order:

This technique involves placing adjectives after the noun they modify, often for emphasis or to create a more poetic effect.

Example: "The bull moose, red-eyed and angry, charged."

Action Verbs:

This emphasizes the use of strong, vivid verbs to replace weaker "being" verbs (is, was, were).

Example: Instead of "The road was on the left," use "The road curled around the left."

These "brushstrokes" are designed to help writers "paint" vivid images with their words, making their writing more engaging and descriptive.

NOTE: Never use abbreviations or symbols, like an ampersand (&), in your writing. Always write the words out.

What Key Words do you need to know for each Text Type or Genre / Form?

Advertisements:

Keywords: persuasion, promotion, marketing, sales, product, brand, consumer, visual, slogan, appeal, target.

Articles (Newspaper/Magazine):

Keywords: news, report, feature, opinion, journalism, headline, lead, facts, evidence, objective, subjective.

Blogs:

Keywords: online, personal, opinion, commentary, digital, web, community, engagement, interactive, voice, informal.

Brochures/Leaflets:

Keywords: information, promotion, guide, pamphlet, handout, layout, design, concise, call to action, targeted.

Editorials:

Keywords: opinion, argument, viewpoint, commentary, analysis, stance, persuasion, debate, counterargument, thesis.

Letters:

Keywords: communication, correspondence, formal, informal, address, salutation, closing, purpose, tone, recipient.

Reviews:

Keywords: evaluation, critique, assessment, opinion, analysis, judgment, criteria, recommendation, context, perspective.

Scripts (TV/Radio/Podcasts):

Keywords: dialogue, narration, audio, visual, performance, delivery, pacing, sound, interaction, broadcast.

(Auto)biographies:

Keywords: life story, narrative, account, portrayal, character, development, history, events, chronology, themes.

Travel Writing:

Keywords: location, destination, experience, culture, description, sensory, journey, exploration, place, reflection.

Diaries/Journals:

Keywords: personal, reflection, entries, thoughts, feelings, experiences, chronology, introspection, voice, confidential.

Podcasts:

Keywords: audio, broadcast, episode, series, interview, discussion, narrative, sound, delivery, engagement, format.

Memoirs:

Keywords: memory, reflection, personal, narrative, theme, experience, voice, truth, emotion, selective, meaning.

Click to learn about Advertisements

Purpose: Persuade, promote.
Key Elements:
- Headline
- Byline
- Lead (delayed lead preferred over a direct lead).
- Persuasive language (emotive, superlatives).
- Visual appeal (images, layout).
- Rhetorical devices (questions, repetition).
- Call to action.
- Concise Language.

Concepts, Details, and Ideas for Writing “Advertisements”

Headline: "Escape the Ordinary: Discover the Serenity of Coastal Living"
Byline: "Sponsored by Seaside Retreats"
Lead: "Waking to the gentle rhythm of waves, the salty air kissing your skin, and the sun painting the horizon in hues of gold. It's not a dream; it's the reality at Seaside Retreats."
Persuasive Language: "Unparalleled luxury," "breathtaking views," "indulge in tranquility."
Visual Appeal: A vibrant image of a serene beach at sunset with a luxurious villa overlooking the ocean.
Rhetorical Devices: "Isn't it time you treated yourself?" (question), "Seaside, Seaside, Seaside – your escape awaits." (repetition).
Call to Action: "Visit https://www.google.com/search?q=SeasideRetreats.com or call 1-800-RELAX-NOW to book your dream getaway."
Concise Language: Short, impactful sentences.

Click to learn about Articles (Newspaper / Magazine)

Articles (Newspaper / Magazine)

Purpose: Inform, persuade, entertain.
Key Elements:
- Headline
- Byline
- Lead (delayed lead preferred over a direct lead).
- Structured organization (inverted pyramid).
- Tone (objective/subjective).
- Evidence and facts.

Concepts, Details, and Ideas for Writing “Articles (Newspaper/ Magazine)”

Headline: "The Silent Crisis: Rising Sea Levels Threaten Coastal Communities"
Byline: "By Jane Doe, Environmental Correspondent"
Lead: "Beneath the idyllic facade of sun-drenched shores and bustling seaside towns, a silent crisis is unfolding, slowly but surely eroding the very foundations of coastal life."
Structured Organization:
- Introduction (lead)
- Background on sea level rise
- Impact on specific communities (with data and quotes)
- Expert opinions
- Potential solutions
- Conclusion
Tone: Objective, with a hint of urgency.
Evidence and Facts: "According to the IPCC, global sea levels are projected to rise by X centimeters by 2100," "Local resident John Smith reports losing Y feet of beachfront in the past decade."

Click to learn about Blogs

Blogs

Purpose: Share personal experiences, express opinions, inform.
Key Elements:
- Headline
- Byline
- Lead (delayed lead preferred over a direct lead).
- Informal language.
- Interactive elements (comments, links).
- Chronological or thematic structure.

Concepts, Details, and Ideas for Writing “Blogs”

Headline: "My Unexpected Journey: Finding Peace in the Mountains"
Byline: "By Sarah Miller"
Lead: "I packed my bags, left the city behind, and drove into the mountains with no plan, no map, just a longing for something more. What I found was beyond anything I could have imagined."
Informal Language: "Totally blew my mind," "chill vibes," "super cool."
Interactive Elements: Embedded Instagram photos, links to hiking trails, a comment section for readers to share their experiences.
Chronological Structure: Entries detailing the journey day by day, with reflections on each experience.

MAke sure to label (ie. Q1B, Q2, etc.) in the “packet” provided which part you are working on. You can complete out-of-order

Click to learn about Brochures / Leaflets

Brochures / Leaflets

Purpose: Provide information, promote.
Key Elements:
- Concise language.
- Clear layout.
- Visual hierarchy.
- Call to action.
- Targeted information.

Concepts, Details, and Ideas for Writing “Brochures/ Leaflets”

Headline: "Discover Your Potential with City College"
Concise Language: "Flexible learning options," "experienced faculty," "career-focused programs."
Clear Layout: Sections with headings, bullet points, and images.
Visual Hierarchy: Bold headlines, smaller text for details, and prominent call-to-action boxes.
Call to Action: "Enroll today! Visit CityCollege.edu or call 555-1234."
Targeted Information: Specific program descriptions, tuition information, and testimonials.

Click to learn about Editorials

Editorials

Purpose: Express opinions, persuade.
Key Elements:
- Headline
- Byline
- Opinionated language.
- Strong thesis.
- Argumentative structure.
- Rhetorical devices.

Concepts, Details, and Ideas for Writing “Editorials”

Headline: "The Urgent Need for Climate Action"
Byline: "The Editorial Board"
Opinionated Language: "This administration's inaction is a betrayal of future generations," "we must demand change."
Strong Thesis: "Immediate and decisive action is required to combat the escalating climate crisis."
Argumentative Structure:
- Statement of the issue
- Evidence supporting the urgency
- Critique of opposing viewpoints
- Proposed solutions
- Call to action
Rhetorical Devices: "How long will we ignore science?" (question), "The time for talk is over; the time for action is now." (repetition).

Click to learn about Letters

Letters

Purpose: Communicate information, express feelings, conduct business.
Key Elements:
- Salutation and closing.
- Tone and formality.
- Clear organization.
- Appropriate language for the situation.

Concepts, Details, and Ideas for Writing “Letters”

Salutation: "Dear Mr. Johnson,"
Tone and Formality: Formal, professional.
Purpose and Audience Awareness: To request a project proposal from a consulting firm.
Clear Organization: Introduction, request details, timeline, closing.
Appropriate Language: "We would greatly appreciate it if you could provide us with a detailed proposal," "We look forward to your prompt response."
Closing: Sincerely,

[Your Name]

BTW, HANDWRITING COUNTS!

You must be legible.

Click to learn about Reviews

Reviews

Purpose: Evaluate and critique.
Key Elements:
- Headline
- Byline
- Lead (delayed lead preferred over a direct lead).
- Evaluative language.
- NOTE: Have rating system: 5 stars?
- Criteria for evaluation.
- Balanced opinions.
- Contextual information.
- Personal perspective.

Concepts, Details, and Ideas for Writing “Reviews”

Headline: "A Culinary Symphony: Review of 'The Gilded Spoon'"
Byline: "By Emily Carter, Food Critic"
Lead: "From the moment you step into 'The Gilded Spoon,' you're transported to a world where culinary artistry and exquisite ambiance intertwine, but does the taste match the atmosphere?"
Evaluative Language: "Exquisite," "disappointing," "masterfully crafted."
Criteria for Evaluation: Quality of ingredients, presentation, service, atmosphere, value.
Balanced Opinions: Praising the appetizers but critiquing the dessert.
Contextual Information: Background on the chef, the restaurant's history.
Personal Perspective: "For me, the highlight was the seared scallops."

Click to learn about (Auto)biographies, Memoirs

(Auto)biographies, Memoirs

Purpose: Tell a life story.
Key Elements:
- Title
- Byline
- Narrative voice.
- Character development.
- Use of detail.
- Chronological or thematic organization.

While both deal with a person's life, a memoir focuses on a specific period or theme, rather than the entirety of a life (which is often the focus of an autobiography). Memoirs may also contain more information or perspectives from others on a situation or event, not just the writer’s perspective.

Concepts, Details, and Ideas for Writing “(Auto)biographies, Memoirs”

Title: "Echoes of Yesterday: My Journey Through War-Torn Sarajevo" (Memoir)
Byline: "By Amina Hasanovic"
Narrative Voice: Reflective, poignant.
Character Development: Detailed descriptions of family members and friends.
Use of Detail: Vivid sensory details of the city, the sounds of shelling, the taste of scarce food.
Thematic Organization: Focusing on the themes of resilience, loss, and hope.
Memoir focus: The Memoir focuses on the period of the war, and not the whole life of Amina.

Click to learn about Travel Writing

Travel Writing

Purpose: To inform and entertain about a location.
Key Elements:
- Headline
- Byline
- Lead (delayed lead preferred over a direct lead).
- Sensory Language.
- Descriptive Language.
- Cultural context.
- Personal reflection.
- Sense of place.

Concepts, Details, and Ideas for Writing “Travel Writing”

Headline: "The Whispering Sands of the Sahara: A Journey into the Heart of Morocco"
Byline: "By Alex Rivera"
Lead: "The sun beat down, an unrelenting force, as our caravan of camels swayed rhythmically across the endless expanse of the Sahara. It was a world of shifting dunes and star-studded nights, a place where time seemed to stand still."
Sensory Language: "The gritty texture of sand," "the pungent aroma of mint tea," "the haunting melody of Berber music."
Descriptive Language: "Golden dunes stretching to the horizon," "ancient kasbahs clinging to rocky cliffs."
Cultural Context: Insights into Berber traditions, local customs.
Personal Reflection: "I felt a sense of profound peace in the vast emptiness."
Sense of Place: Evocative descriptions that transport the reader to the destination.

Click to learn about Scripts (TV/ Radio/ Podcasts)

Scripts (TV/ Radio/ Podcasts)

Purpose: Inform, entertain, educate, or create community through audio.
Key Elements:
Title
Byline
Lead (delayed lead preferred over a direct lead).
Integration of station identifications, station slogans, sponsors, underwriters, etc.
Dialogue and Interaction: Natural-sounding, though should be written in a scripted format.
Pacing and Rhythm: Varied pacing to maintain listener interest.
Audience Engagement: Direct address, calls to action, and interactive elements.

Concepts, Details, and Ideas for Writing “Scripts (TV/ Radio/ Podcasts)”

Title: "City Sounds: A Podcast Exploring Urban Legends"
Byline: Hosted by "Urban Explorer, Mark Smith"
Lead: "Welcome back to City Sounds, where we delve into the hidden stories and whispered rumors that haunt our city streets. Tonight, we explore the legend of the vanishing subway train."
Integration of station identifications: "You're listening to KXRW, your city's voice."
Dialogue and Interaction: "Mark: 'Have you ever heard the tale of the phantom train?' Listener: 'Yeah, my grandma told me about it!'"
Pacing and Rhythm: Varied pacing with suspenseful music and dramatic pauses.
Audience Engagement: "Share your own urban legends on our social media using #CitySounds."

Click to learn about Diaries/ Journals

Diaries/ Journals

Purpose: Personal reflection, record experiences, express thoughts and feelings.
Key Elements:
- Personal Voice: Authentic and subjective expression of the writer's thoughts and feelings.
- Entries are typically arranged by date, reflecting the passage of time.
- Informal Language: Use of colloquialisms, anecdotes, and a conversational tone.
- Reflection and Introspection: Analysis of experiences, thoughts, and feelings, often exploring personal growth and insights.
- Specific Details: Inclusion of specific details and sensory impressions to create a vivid record of events.
- Varied Content: May include descriptions of events, personal opinions, reflections on relationships, or explorations of ideas.

Concepts, Details, and Ideas for Writing “Diaries/ Journals”

Personal Voice: "I feel so lost today. The rain mirrors my mood, a constant, gray drizzle."
Entries arranged by date: “October 26th, 2024. Today was long…”
Informal Language: "Ugh, what a day," "totally bummed," "just chilling."
Reflection and Introspection: "I'm starting to realize that I need to be kinder to myself. Why do I always set such impossible standards?"
Specific Details: "The cafe smelled of cinnamon and damp wool. I saw a robin, it's breast a vivid red, on the window sill."
Varied Content: Entry includes a description of a conversation, a drawing of a flower, and a list of things to be thankful for.

Click to learn about Descriptive Writing

Descriptive Writing

Focus on sensory details, figurative language, and spatial organization.

Sensory Details: Engage all five senses (sight, sound, smell, taste, touch) to create a vivid experience for the reader. Don't just say "the room was blue," describe the shade of blue, the texture of the walls, the smell of old wood.
Figurative Language: Use metaphors, etc. to create imagery and evoke emotions.
Spatial Organization: Arrange descriptions logically, guiding the reader's eye. This could be from general to specific, or following a spatial pattern (e.g., left to right).
Dominant Impression: Establish a central mood or feeling and maintain it throughout.
Precise Vocabulary: Use specific nouns and verbs to avoid vagueness.

The EXTENDED WRITING (Question 2 for the PAPER 2: Writing section) is usually a choice either of descriptive writing, of narrative writing, or of discursive writing / argumentative writing.

< Click here for more information on how to structure a commentary / FORM, STRUCTURE, & LANGUAGE

FORM, STRUCTURE, & LANGUAGE

Structuring your commentary: If you find a topical structure based on form, structure, & language too challenging, then you might consider a chronological structure that allows you to blend the 3 aspects as you move through the text from beginning to end.

KEY QUESTION: How do whole-text aspects influence the writer’s individual word choices and how do those word choices show awareness of audience and purpose?

FORM: How the text reflects the conventions of the genre

CONTENT FEATURES OF FORM INCLUDE:

How the text appeals to its intended audience, e.g. through tone and register (level of formality and the way the language ‘fits’ the audience)
How the purpose affects the content and style of the text
How the content and perspective adhere to our expectations for the specific text type; for example, in a review, we expect to see the writer’s opinion (content) from a first-person POV (perspective); perspective also covers any obvious bias
The typical (EXPECTED) text conventions used for the genre; for example, we expect to see a headline in a newspaper article

Visual elements of form can include:

Ellipsis (...)
Bullet points
Columns
Tables
Graphics
Font type (bold, underlining, italics, etc.)
Capitalization for DRAMATIC effect

Note that form and structure overlap because it is the structure that creates the form.

Questions to ask:

How does the text reflect the characteristics of the genre?
What does the text look like on the page?
How does the text appeal to its intended audience?
How does the purpose affect the style and content of the text?

STRUCTURE is linked to content (the ideas and their organization)

The organizational pattern of the text: topical, spatial, order of importance, chronological, etc.
How ideas develop and connect (transitions) to achieve the purpose
The ways in which the text is structured to focus on a specific idea, including how the writer grabs the reader’s attention at the beginning and how the text leaves an impression on the reader at the end or the way in which a final sentence emphasizes the key purpose or main idea
The ways in which short/long paragraphs are used in the text and the effect of one sentence paragraphs
The ways in which the text type is structured to reflect the topic including use of any headings and subheadings
Shifts in focus, perspective, tone, tense, pronouns, or any other changes including contrasts
Cohesive grammatical, lexical, and semantic devices that assist the structuring of ideas

Key Features

Beginning (hook) and ending (impact)
Development (topic, theme or main idea, focus and key ideas)
Tone and shifts in tone
Stand alone paragraphs of one sentence that emphasize an idea
Sentence structure: complex, simple
Function of specific paragraphs
Point-of-view (perspective and bias)
Contrasts
Shifts
Cohesive devices (grammatical, lexical, semantic)
Pace - How quickly or slowly does the text progress? (See table below)

Questions to consider:

How does the writer organize information?
How does s/he choose to reveal the purpose?
How does the writer begin? (What hooks the reader?)
How does the writer end the text? Is the ending conclusive, returning to a point that is introduced in the introduction (cyclical structure) or is it inconclusive, ending with food for thought such as a question?
How do the different parts fit together to make a whole to support the purpose?
How do the ideas develop from paragraph to paragraph?
Are there any shifts in tone or mood?
Are ideas contrasted?
Are there any shifts in focus?

LANGUAGE - the overall type of lexis used and individual choices outlined below

The type of language used: Latinate diction or other low frequency words known as elevated vocabulary, common lexis (high frequency words), jargon, colloquialisms (informal words or phrases like ‘Sweet!’), slang, regional dialect, the lexis of digital communication, borrowed words from other languages such as ‘taco,’ neologisms (newly coined words)
The way in which the writer uses language to describe, including specific details and vivid language (diction), e.g. “flowery language”, pre & post modification
The way in which sensory details are used to immerse the reader in the experience/situation
Use of lexical (shared category) or semantic fields (shared meanings)
The choice of verbs and their effect on the reader
The choice of verb tense and its effect on the reader
The way in which pronouns are used to directly address the reader (you), convey opinion (I), or create inclusivity (we)
Specific word choice (diction) and their connotations or literal meanings (denotations)
Tropes and schemes (figurative language)
Sentence style such as a very short sentence after a longer one
Punctuation such as colons, dashes, & exclamation marks

< Click here for MORE INFORMATION about TROPES AND SCHEMES to IMPROVE your writing >

SCHEMES AND TROPES

Throughout this course, you will be learning new terms and reviewing those you already know, such as metaphor and personification. These stylistic features, or rhetorical and literary devices, fall under the umbrella term of figurative language, which consists of two categories: tropes and schemes.

Schemes: A scheme is an ordering or patterning of language. A schematic use of language does not change meaning. Schemes play with word order, syntax, letters, and sound rather than meaning.

1. Schemes of Balance

parallelism. Similarity of grammatical structure in a pair or series of related words, phrases, or clauses, e.g. I love him, I need him, I want him. Repetition is always parallel.
antithesis. The juxtaposition of contrasting ideas in parallel structure, e.g. It was the best of times, it was the worst of times (Dickens).

2. Schemes of unusual or inverted word order

Anastrophe (plays with syntax). Inversion of the natural or usual word order, e.g. In Star Wars, the character Yoda tells Luke, “The greatest teacher, failure is." parenthesis. Insertion of some verbal unit in a position that interrupts the normal syntactical flow of the sentence. Also called parenthetical comment.
apposition. Placing side by side two coordinate elements, the second of which serves as an explanation or modification of the first, e.g. “Christmas Eve afternoon we scrape together a nickel and go to the butcher's to buy Queenie's traditional gift, a good gnawable beef bone.” (Called an appositive in grammar)

3. Schemes of Omission

ellipsis. Deliberate omission of a word (or words) which is readily implied by the context, e.g. Um…I’m not sure that’s true.
asyndeton. Deliberate omission of conjunctions between a series of related clauses, e.g. He did not still feel weak, he was merely luxuriating in that supremely gutful lassitude of convalescence in which time, hurry, doing, did not exist, the accumulating seconds and minutes and hours to which in its well state the body's slave both waking and sleeping, now reversed and time now the lip-server and mendicant to the body's pleasure instead of the body thrall to time's headlong course (Faulkner, The Hamlet). Here asyndeton exists alongside polysyndeton.
polysyndeton. Deliberate use of many conjunctions (see above example).

4. Schemes of Repetition

alliteration. Repetition of the same sound repeats in a group of words; the repeating sound must occur either in the first letter of each word, or in the stressed syllables of those words.
assonance. Repetition of similar vowel sounds across several words
anaphora. Repetition of the same word or group of words at the beginning of successive clauses, e.g "So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania.” (MLK “I Have a Dream”).
consonance. Repetition of similar consonant sounds across several words; the repeated sound can occur at any point within the word, not just on first or stressed syllables, e.g. A little more than kin, and less than kind (Hamlet).
epistrophe. Repetition of the same word or group of words at the ends of successive clauses, e.g. I like ice cream. You like ice cream. We all like ice cream. (Also called ‘epiphora.’)
epanalepsis. Repetition at the end of a clause of the word that occurred at the beginning of the clause, e.g. "Nothing is worse than doing nothing."
anadiplosis. Repetition of the last word of one clause at the beginning of the following clause, e.g. “They call for you: The general who became a slave; the slave who became a gladiator; the gladiator who defied an Emperor.” —Gladiator (2000 film)
climax. Arrangement of words, phrases or clauses in an order of increasing importance
antimetabole. Repetition of words, in successive clauses, in reverse order, e.g. “Fair is foul and foul is fair” (Macbeth).

Tropes. A trope is a use of language that changes its apparent meaning, that is, there is an unexpected twist in the meaning.

metaphor. A figure of speech in which a name or descriptive word or phrase is transferred to an object or action different from, but analogous to, that to which it is literally applicable
simile. An explicit comparison between two things of unlike nature that yet have something in common.
synechdoche. A figure by which a more comprehensive term is used for a less comprehensive or vice versâ; as whole for part or part for whole, genus for species or species for genus, and the like, e,g, “Take thy face hence” (Macbeth). Here, "thy face" (your face) stands in for "you." Macbeth is simply telling the servant to leave, but his use of synecdoche makes the tone of his command more harsh and insulting, showing the audience how angry he really is.
metonymy. Substitution of some attributive or suggestive word for what is actually meant, e.g. A famous example of metonymy is, "The pen is mightier than the sword" from Edward Bulwer Lytton's play Cardinal Richelieu. This sentence has two metonyms: "Pen" stands for "the written word." "Sword" stands for "military aggression."
hyperbole. Use of exaggerated terms for the purpose of emphasis or heightened effect
meiosis. A euphemistic figure of speech that intentionally understates something or implies that it is lesser in significance or size than it really is. For example, Mercutio says i“ay, ay, a scratch, a scratch” when he knows he has been mortally stabbed (Romeo and Juliet, Shakespeare)
litotes. A figure of speech and form of understatement, in which an affirmative is expressed by the negative of the contrary, e.g. “The sword wasn't useless to the warrior” (Beowulf). This is an understatement because, of course, a sword is valuable to a warrior. Wasn’t useless = was useful.
irony. Use of a word in such a way as to convey a meaning opposite to its literal sense
onomatopoeia. The formation of a word from a sound associated with what is named (e.g. buzz, boom)
oxymoron. Yoking of two terms which are ordinarily contradictory and create a paradox, e.g. “jumbo shrimp.” The term oxymoron is itself an oxymoron deriving from ancient Greek: oxus meaning sharp + moros meaning dull.
paradox. An apparent contradiction, e.g. What a pity that youth must be wasted on the young. The best oxymorons place two contrasting words next to each other. On the other hand, paradoxes are longer statements that twist contradictions in addition to logic.

Another TYPE OF writing or text type is: Speech

Speeches

Purpose: The purpose of a speech can vary greatly depending on the context and the speaker's intention. However, broadly speaking, a speech aims to:

Inform: To educate the audience about a specific topic, providing them with new knowledge, insights, or understanding.
Persuade: To convince the audience to adopt a particular viewpoint, belief, or course of action.
Entertain: To engage and amuse the audience, often through humor, storytelling, or captivating delivery.
Commemorate: To honor or pay tribute to a person, event, or idea, often evoking shared values and emotions.
Inspire: To motivate and uplift the audience, encouraging them to think differently or take positive action.

Key Elements:

Clear Purpose and Thesis: As discussed before, a focused goal and a central message are essential for guiding the speech and ensuring the audience understands the main takeaway.
Audience Awareness: Understanding the audience's background, interests, and potential biases is crucial for tailoring the message and delivery for maximum impact.
Well-Organized Structure: A logical flow with a clear introduction, body, and conclusion helps the audience follow the speaker's points and remember the key messages. Transitions ensure smooth movement between ideas.
Engaging Delivery: The speaker's vocal variety, eye contact, body language, pacing, and enthusiasm significantly influence how the audience receives and connects with the message.
Appropriate Language: Clear, concise, and audience-appropriate language, including rhetorical devices and vivid imagery when suitable, enhances engagement and understanding.
Supporting Evidence: Credible facts, statistics, examples, anecdotes, and expert opinions strengthen the speaker's claims and make the message more persuasive.
Strong Opening and Closing: A compelling introduction grabs attention and sets the tone, while a memorable conclusion reinforces the main points and leaves a lasting impression.
Rehearsal and Practice: Thorough preparation builds confidence and ensures a smoother, more impactful delivery.

In essence, a well-crafted speech combines a clear objective with carefully considered content and delivery techniques to effectively communicate with and influence its audience. The specific elements emphasized will depend on the speech's primary purpose and the context in which it is given.

Concepts, Details, and Ideas for Writing “Speeches”

To enhance the persuasive impact of a speech, speakers often employ the mnemonic DAFOREST, which outlines several key persuasive techniques. Here's how these elements can be incorporated into the features of a speech:

DAFOREST Elements and Their Impact on Speech Features:

D - Direct Address:

Feature: Creates a personal connection with the audience.
How it's used: Using pronouns like "you," "we," and "us" directly involves the listeners, making them feel personally addressed and more engaged with the topic.
Example: "Think for a moment, you, about the impact this decision will have on our community."

A - Alliteration:

Feature: Enhances memorability and adds emphasis.
How it's used: Repeating the same consonant sound at the beginning of words or stressed syllables makes phrases catchy and highlights specific points.
Example: "This policy will bring progress, prosperity, and peace."

F - Facts:

Feature: Builds credibility and strengthens arguments.
How it's used: Including verifiable information, statistics, and evidence makes the speech more authoritative and convincing.
Example: "According to a recent study by the National Science Foundation, funding for renewable energy has increased by 15% in the last year."

O - Opinions:

Feature: Allows the speaker to connect on a personal level and express their viewpoint.
How it's used: Sharing personal beliefs or interpretations (while often supported by other elements) can make the speech more relatable and passionate.
Example: "In my view, this is not just a matter of policy; it's a question of our fundamental values."

R - Rhetorical Questions:

Feature: Engages the audience's thinking and encourages agreement.
How it's used: Asking questions that don't require a direct answer prompts the audience to consider the speaker's point of view and often leads them to the desired conclusion.
Example: "Are we willing to stand by and do nothing while this injustice continues?"

E - Emotive Language:

Feature: Evokes feelings and creates a stronger connection with the audience.
How it's used: Using words and phrases that appeal to emotions like joy, sadness, anger, or hope can make the message more impactful and memorable.
Example: "The devastating consequences of inaction will leave an indelible scar on our future."

S - Statistics:

Feature: Provides concrete evidence and strengthens logical appeals.
How it's used: Presenting numerical data can make arguments seem more objective and persuasive.
Example: "Ninety percent of experts agree that this course of action is the most effective."

T - Rule of Three (Triplets):

Feature: Creates a sense of rhythm, completeness, and memorability.
How it's used: Presenting ideas or arguments in groups of three can make them more impactful and easier to recall.
Example: "We need change that is swift, decisive, and lasting."

By consciously incorporating elements of DAFOREST, speakers can craft speeches that are not only informative but also highly persuasive and engaging for their audience.

When writing a speech for an exam, students should aim to strategically weave in these techniques to demonstrate their understanding of persuasive communication.

Paper 1 Reading * 2 hours 15 minutes

Word count and Timing Suggestions

Paper 1 Reading * 2 hours 15 minutes

Section A: Directed response

Question1

Read the following text, which is a newspaper article about pollution created by new plastic.

Having read the article, you decide to write an email to a large company, urging them to take action to reduce their plastic waste. Write the text for your email. Use 150–200 words. [10]

Suggested Word Count Timing Suggested

200 Words 25-35 minutes

Compare your email with the newspaper article, analysing form, structure and language. [15]

Suggested Word Count Timing Suggested

400 Words 35-40 minutes

Section B: Text analysis

Question 2

Read the following text, which is an article from a travel company’s newsletter, about a hiking tour of the little-known Marche region of Italy.

Analyse the text, focusing on form, structure and language.

Suggested Word Count Timing Suggested

500 Words 70 minutes

What are some important time management strategies? < Click here for more info. >

Time is relative. Sorry, had to.

Make sure to annotate whatever you are reading AS you read and to plan BEFORE you write.
Annotation and planning mean a lot in cutting down the time needed.
When you analyze, spend more time analyzing than editorializing. In other words, focus on finding the evidence (annotating) and then commenting on the evidence. This is equally important dfor the supplied readings AND for what YOU write.

Click on the videos noted in each section to learn overviews, hints, etc.

Ehrlich’s AICE AS Level English Language:

Prompt Examples

Paper 1 Reading * 2 hours 15 minutes

Section A: Directed response

Question 1

Read the following text, which is a newspaper article about pollution created by new plastic.

Having read the article, you decide to write an email to a large company, urging them to take action to reduce their plastic waste. Write the text for your email. Use 150–200 words. [10]

Having read the article

write an email to a large company

urging them to take action to reduce their plastic waste.

You are provided a SOURCE reading.

Note the conventions used in the reading.

You “repurpose” the SOURCE reading into a new form.

Use the conventions of the required form.

Know the PURPOSE required!

Know the TONE required!

…write an email to a large company

Use 150–200 words.

REMINDER: “TAP” the prompt.

Know the TEXT TYPE required.
Know the AUDIENCE required.
Know the PURPOSE required

You are often given a range for the number of words required.

ALWAYS aim for the HIGHER number in the text range.

Compare your email with the newspaper article, analysing form, structure and language. [15]

Ie. Advertisements, Diaries, Leaflet, Editorial, Narrative, Articles, Reviews, Blogs, Letters

Podcast, (Auto)biographies, Travel writing, etc.

I.e. Sentence types, Repetition

Contrast, Beginning/middle/end, Mood changes, Perspective changes, Cyclical, Foreshadowing, Zoom in/out, Paragraphing, Shifts in focus, Punctuation, etc.

I.e. Adjective, Verb, Metaphor

Alliteration, Personification, Simile, Onomatopoeia, Hyperbole, Emotive Language, Imagery, Superlatives, etc.

For Question 1B (Directed Response): You must be able to COMPARE, IDENTIFY, and EXPLAIN THE USAGE OF a at least least eight (8) to 10 (ten) elements from, but not limited to, the FSL CHART (e.g. vocabulary, figurative language, word ordering and sentence structure, formality/informality of tone, etc.) both in the SOURCE and in the REPURPOSE text. And, examine the elements of TAPAS-G (SEE THE NEXT PAGE). TAPAS-G helps you to write great introductions.

Reading, Paper 1

Question 1 A

Candidates are required to write between 150 and 200 words. While there is no direct penalty for failing to adhere to this requirement, this is an aspect of the response’s ‘relevance to purpose’. As such, adherence to the word limit is assessed as part of the second bullet point of AO2.

Candidates should remember that they are being marked for task focus and relevant content as well as expression and accuracy.

Question 1(a) is a Directed Response task.

Candidates need to follow the instructions carefully to produce a written response informed by the language, style and structure to fit a specific form, purpose and audience.

Reading, Paper 1

Question 1 B

Details matter. Use TAPAS-G (use the elements of TAPAS-G) to guide writing your introduction for a commentary or an analysis.

The introduction needs to be VERY specific and address both the SOURCE or original (use specifics) AND the REPURPOSED (use specifics) writing in specific ways.

As a matter of fact, good details (and specifics) must be employed throughout that compares the SOURCE or original writing (specifics) to the REPURPOSED writing (specifics).

NOTE: A good working knowledge of linguistics (form, structure and language) is indispensable in responding to Question 1(b), where you are required to compare the text produced for 1(a) with the given text.

The Question 1B analysis is assessed for your ability to demonstrate comparative understanding of texts, with clear reference to characteristic features. You have to compare the analysis of form, structure and language and how a writer’s stylistic choices relate to audience to shape meaning.

NOTE: A topical approach is suggested for Q1B to guarantee a continuous comparison in which a conclusion can be used to emphasise the essential similarities and differences between the two texts.

Those who adopt a topical approach tend to be the candidates who demonstrate the most comprehensive analysis of linguistic elements.

TAPAS-G

Use TAPAS-G to write the INTRODUCTIONS to write commentaries and /or an analysis. Then, examine for the elements of TAPAS-G.

T = Tone

A = Audience

Audience refers to the group of people for whom the text is intended. Understanding the audience is crucial for writers because it influences the content, style, tone, and structure of the writing.

P = Purpose

Purpose refers to the reason or intent behind creating a piece of text. It answers the question of what the writer aims to achieve with their writing.

A = Author

In academic and literary contexts, the author's identity can be important for understanding the perspective, context, and credibility of the work.

S = Subject

Subject refers to the main topic or focus of a piece of text. It is what the writing is about and can be expressed in a word or phrase.

G = Genre

Genres help to classify works based on their content and form, making it easier for readers to identify what to expect from a piece of writing.

NOTE: For Paper 2, Question 2 (aka Extended Writing), you may be asked to write a NARRATIVE or DESCRIPTIVE writing OR ANY of the 16+ styles. You will get three choices to choose from.

WRITING Paper QUESTION #2 and WRITING PAPER Question Q1A have a lot in common:

BOTH are about you WRITING and REFLECTING the PROPER ELEMENTS and CONVENTIONS. And, to check your grammar, spelling, paragraphing (one idea per paragraph, generally). capitalization, etc.

YOU will need to write a reFlEctive commentary--generally, written in first person--for WRITING PAPER 2, QUESTION 1B, so you really need to plan your WRITING PAPER QUESTION Q1A before you actually write it.

I highly suggest you plan your WRITING PAPER 2, QUESTION 2 before you write a single word of your 900 words.

REMINDER for Directed Writing - Paper 2, Q1 A, B

Directions: Section A: Shorter Writing and Reflective Commentary

FOR Q1A - 30 MINUTES

Use sensory imagery to create a scene and immerse your reader in it.
Use cultural symbols or specific markers to add spice to your writing if culture plays a role.
For example, instead of saying fried pork, say griot or chicharrones and then explain.
Use metaphors and similes to make creative, but logical comparisons.
Use repetition to drive a key idea home or create suspense.
- Vary your sentence style:
  - Begin some sentences with phrases and dependent clauses instead of subject/verb;
  - Vary the length of sentences;
  - Vary the punctuation--uses dashes and colons for effect,
  - Put a semicolon between two closely related sentences, etc.

FOR Q1B - 25 MINUTES

b) Write a reflective commentary on your text, explaining how your linguistic choices contribute to fulfilling the task set.

Demonstrate knowledge and understanding of 8-10 linguistic elements and features, such as:

parts of word classes,

vocabulary,

figurative language,

rhetorical devices,

voice,

aspect,

tense,

modality,

narrative perspective,

word ordering and sentence structure,

paragraph and text-level structure,

and formality/informality of tone.

~~~~~~~~~~~~~~~~~~~~~~~~

REMINDER for EXTENDED Writing - Paper 2, Question #2

NOTE: For Paper 2, Question 2 (aka Extended Writing), you may be asked to write a NARRATIVE or DESCRIPTIVE writing OR ANY of the 16+ styles. You will get three choices to choose from.

WRITING Paper QUESTION #2 and WRITING PAPER Question Q1A have a lot in common: BOTH are about you WRITING and REFLECTING the PROPER ELEMENTS and CONVENTIONS. And, to check your grammar, spelling, paragraphing (one idea per paragraph, generally). capitalization, etc.

Though you can be asked to write ANY form of WRITING, these additional hints may help...

Descriptive Writing:

Purpose: To create a vivid and detailed picture in the reader's mind of a person, place, object, event, or feeling. The goal is to evoke the senses and allow the reader to experience the subject as if they were there.
Focus: Emphasizes sensory details (sight, sound, smell, taste, touch), using vivid language, figurative language (similes, metaphors), and precise vocabulary to paint a picture. Time is often less important than the intensity of the portrayal. It aims to show the reader what something is like.

Key Elements of Descriptive Writing:

Sensory Details: Appeals to the five senses to create a strong impression.
Figurative Language: Uses similes, metaphors, personification, etc., to create comparisons and enhance imagery.
Precise Language: Employs specific nouns, strong verbs, and descriptive adjectives and adverbs.
Spatial Organization: Often organizes details based on location (e.g., top to bottom, near to far).
Dominant Impression: A central feeling or image the writer wants to convey.
Show, Don't Tell: Focuses on presenting details that allow the reader to infer qualities rather than stating them directly.

Narrative Writing:

Purpose: To tell a story or recount a sequence of events, usually involving characters, setting, conflict, and a plot. The goal is to engage the reader with a series of actions and their consequences over time.
Focus: Emphasizes a sequence of events unfolding in time. Characters, setting, and conflict are important as they drive the plot forward. While description can be present, it serves to support the story rather than being the primary focus. It aims to show the reader what happened.

Key Elements of Narrative Writing:

Plot: A sequence of events with a beginning, rising action, climax, falling action, and resolution.
Characters: Individuals or entities that experience the events of the story.
Setting: The time and place where the story occurs.
Conflict: The central problem or challenge that the characters face.
Theme: The underlying message or idea explored in the story.
Point of View: The perspective from which the story is told (first person, third person, etc.).
Dialogue: Conversations between characters.
Pacing: The speed at which the story unfolds.

In essence:

Descriptive writing paints a picture with words.
Narrative writing tells a story with events.

While these are distinct forms, they can often be used together. For example, a narrative will often include descriptive passages to help the reader visualize the setting or characters. Conversely, descriptive writing might be organized around a brief event or experience, giving it a loose narrative structure. However, their primary aims and the elements they emphasize differ significantly.

Reading, Paper 1

Question 2

Just reviewed the Q1B reviews.

In Question 2, a sound knowledge of linguistics is again required as candidates are assessed on their ability to demonstrate understanding of a text in terms of meaning, context and audience with reference to characteristic features and their ability to analyse form, structure and language.

Requires a clear understanding of the need to make precise connections between language features and their contribution to the full effect of the given text.

More precise use of language should be used to link evidence with explanatory comments.

Details matter.

Use the elements of TAPAS-G to guide writing your introduction.

JUST LIKE WITH QUESTION 1B, a good working knowledge of linguistics (form, structure and language) is indispensable in responding to Question 2.

JUST LIKE WITH QUESTION 1B, the Question 2 analysis is assessed for your ability to demonstrate a clear reference to characteristic features.

You have to analyze for form, structure and language and how a writer’s stylistic choices relate to the audience to shape meaning.

Ehrlich’s AICE AS Level English Language:

Prompt Examples

Paper 1 Reading * 2 hours 15 minutes

Section B: Text analysis

Question 2

Read the following text, which is an article from a travel company’s newsletter, about a hiking tour of the little-known Marche region of Italy.

Analyse the text, focusing on form, structure and language.

Ie. Advertisements, Diaries, Leaflet, Editorial, Narrative, Articles, Reviews, Blogs, Letters

Podcast, (Auto)biographies, Travel writing, etc.

I.e. Sentence types, Repetition

Contrast, Beginning/middle/end, Mood changes, Perspective changes, Cyclical, Foreshadowing, Zoom in/out, Paragraphing, Shifts in focus, Punctuation, etc.

I.e. Adjective, Verb, Metaphor

Alliteration, Personification, Simile, Onomatopoeia, Hyperbole, Emotive Language, Imagery, Superlatives, etc.

For Question 2 (Text Analysis): You must be able to IDENTIFY and EXPLAIN THE USAGE OF at least least eight (8) to 10 (ten) elements from, but not limited to, the FSL CHART and examine for the elements of TAPAS-G. TAPAS-G helps you write great introductions!

T = Tone

Tone refers to the attitude or emotional quality conveyed by a speaker or writer in their communication. It can be expressed through word choice, sentence structure, and overall style.

A = Audience

Audience refers to the group of people for whom the text is intended. Understanding the audience is crucial for writers because it influences the content, style, tone, and structure of the writing.

P = Purpose

Purpose refers to the reason or intent behind creating a piece of text. It answers the question of what the writer aims to achieve with their writing.

A = Author

In academic and literary contexts, the author's identity can be important for understanding the perspective, context, and credibility of the work.

S = Subject

Subject refers to the main topic or focus of a piece of text. It is what the writing is about and can be expressed in a word or phrase.

G = Genre

Genres help to classify works based on their content and form, making it easier for readers to identify what to expect from a piece of writing.

Avoid writing the actual words “FORM”, “STRUCTURE, or “LANGUAGE” in the response. Be more specific.

Click on the videos noted in each section to learn overviews, hints, etc.

• For Reading, Question 1(a), the accompanying instructions and text provide the context and background information to guide the candidates as they produce their Directed Response. Candidates should use these to make carefully considered choices of appropriate lexis, register and tone to suit the task set and ensure they achieve the highest possible standards of accuracy and expression in their writing.

• For Reading, Question 1(b), candidates need to ensure they compare the form, structure and the language of the original text and their own, with a clear emphasis on selecting elements from both texts that may be analysed to demonstrate how writers’ stylistic choices relate to audience and shape meaning.

• For Reading, Question 2, candidates need to comment on the form, structure and language of a text. They are required to identify characteristic features of the text, relate them to the meaning, context and audience of the writing, organise information in their answers, and write using clear and appropriate language.

Paper 2: Writing * 2 hours

Section A: Shorter writing and reflective commentary

Question 1

Your teacher has asked you to write the opening of a story called The Message, about finding a piece of paper on your doorstep with a handwritten message on it.

Write the text for the opening of your story, using no more than 400 words. In your writing, create a sense of drama and suspense.[15]

Suggested Word Count Timing Suggested

400 words 25-30 minutes

Write a reflective commentary on your text, explaining how your linguistic choices contribute to fulfilling the task set.[10]

Suggested Word Count Timing Suggested

500 Words 20-25 minutes

Section B: Extended writing

Answer one question. EITHER

Question 2

Write a descriptive piece about a rubbish tip*. In your writing, focus on colour, sound and movement to help your reader imagine the scene. Write between 600 and 900 words.[25]

Question 3

You recently attended an introduction day at the school you are going to join next year. You decide to write a review of the introduction day, which you will post on your blog. Write between 600 and 900 words.[25]

Question 4

You have read a newspaper article which said that people should go to shops instead of buying online, otherwise more and more shops will close. You decide to write an email to the editor, in response to this article, giving your opinion. Write between 600 and 900 words.[25]

Suggested Word Count Timing Suggested

900 words 60 minutes

Ehrlich’s AICE AS Level English Language:

Prompt Example

Paper 2 Writing * 2 hours

Section A: Shorter writing and reflective commentary

Question 1

Your teacher has asked you to write the opening of a story called The Message, about finding a piece of paper on your doorstep with a handwritten message on it.

Write the text for the opening of your story, using no more than 400 words. In your writing, create a sense of drama and suspense.[15]

Write the text for the opening of your story

using no more than 400 words.

create a sense of drama and suspense

You are often asked to write a partial work in the Writing section.

Make sure to meet the word counts

And meet the requirements specified.

Write a reflective commentary on your text, explaining how your linguistic choices contribute to fulfilling the task set.[10]

For Question 1B (Reflective Commentary): You must be able to IDENTIFY and EXPLAIN YOUR USAGE OF at least least eight (8) to 10 (ten) elements from, but not limited to, the FSL CHART and examine for the elements of TAPAS-G. TAPAS-G helps you to write great introductions.

Structure it either of these 3 ways:

Work through your response chronologically (sections: beginning, middle, end–NOT paragraph by paragraph),
Address the elements of the prompt (e.g. use of colour, sound, movement)
Topically: first form, then structure, and finally language.

Identify what you did to meet the requirements of the task.

Explain how these features worked to achieve the purpose or appeal to the audience.

Make sure you target the effects created.

USE COMMENT VERBS, e.g. I did this to evoke a sense of urgency…

You must quote selectively from your own work.

Use first person point-of-view.

Ehrlich’s AICE AS Level English Language:

Prompt Example

Paper 2 Writing * 2 hours

Section B: Extended writing

Answer one question. EITHER

Question 2

Write a descriptive piece about a rubbish tip*. In your writing, focus on colour, sound and movement to help your reader imagine the scene. Write between 600 and 900 words.[25]

Question 3

Question 4

keep your audience in mind.

Use the right language for the right audience!

*Here is why you need to know BRITISH vocabulary. What is a RUBBISH TIP? Google it?

Whatever CHOICE you make for QUESTION 2, make sure to use the CONVENTIONS of the FORM!

Use 8-10 elements from the FSL.

Use the GRAMMAR BRUSHSTROKES (see the last page of the packet)!

Click on the videos noted in each section to learn overviews, hints, etc.

Analysis and Commentary Guide

When preparing for the Cambridge AICE AS Level English Language exam, it's essential to have a solid understanding of linguistic and literary terms, and TO USE them when analyzing a text. Remember, the AICE English Exam is a READING and WRITING TEST; but, there are no multiple-choice questions.

Instead, you will focus on language analysis (ie. use of language to achieve specific effects) and textual analysis (ie. purpose, audience, and genre or form of a text).

The following terms MUST be USED (yes, use the terms, especially 1-5 on this list) in the analysis or commentary and EXPLORED in your writing analysis or commentary:

Tone (attitude of the writer) and mood (emotional reaction of the reader),
Diction (language or lexicon and style, word choice),
Conventions of the form (organization, structure, etc.),
Syntax (grammar and sentence structure),
Register (formal/informal language),
Figurative language (use of metaphors, use of similes, use of personification, use of irony, etc.),
Morphology (word formation),
Word classes or grammar (parts of speech as well as use of active or passive voice),
Other areas to address are:
1. sentence length and structure,
2. paragraph length and structure,
3. stylistic devices (connotation/denotation, use of colloquialisms, use of jargon, etc.),
4. rhetorical devices (anaphora, antithesis, juxtaposition, rhetorical question, etc.), and
5. rhetorical appeals (logos, pathos, ethos.)

NOTE: Remember to note on the packets (far left) which section you are working on (Q1A, Q1B, 2, etc.). Also, you can actually work on the longer section (Question 2) first, if you prefer.

Ehrlich’s AICE AS Level English Language:

Analysis and Commentary Guide

VERY IMPORTANT: NEVER APOLOGIZE

When writing an analysis, never apologize, or point out, any mistakes that you made (or for the quality of your writing).
For example, never say,
1. “I could have written this better if I had more time.” or
2. “I should have examined irony.” or
3. “I am a terrible speller.”

MORE ADVICE TO GET YOU THE BEST SCORES POSSIBLE:

When writing ANY of the FORMS (reviews, articles, blogs, podcasts, emails, memos, essays, diaries, memos, autobiographies, biographies, memoirs, etc), make sure each LOOKS like a real version of the form. Basically, an article should read like an actual article (with a headline, a byline, a delayed lead, subtitles or subheadings, etc.); a podcast would read like a podcast (with a title, an introduction of the topic as well as your name, slogans, names of sponsors, etc.). So, study the FORMS or text types, the PROMPTS, the audience, the purpose, etc.

MAke sure to label (ie. Q1B, Q2, etc.) in the “packet” provided which part you are working on. You can complete out-of-order.

What are some of the things that students need to KNOW or need to AVOID when writing for the AICE EXAM?

NOTE: I have scoured through the online writings of READERS and here are some of their noted comments.

One of my favorites was Meredith (founder and creator of TeachWriting.org and Bespoke ELA). You may want to review their words carefully as THEY are SCORING YOUR ESSAYS.

At the risk of plagiarizing (NOTE: DO NOT PLAGIARIZE ANY PART OF YOUR ESSAYS OR FREE RESPONSE RESPONSES)...

Click on the number to learn some things to know when you write....

Know the difference between a simile and a metaphor. Such basic skills are expected and do change the scores when used improperly.

2. AVOID USE OF...

Engfish (over-the-top language)

Nominalizations ("often larger words that have suffixes and prefixes tagged on to sound more academic (i.e. antidisestablishmentarianism")).

PURPLE PROSE (overly ornate or sentimental language).

When referring to the passage, use the word "excerpt" or, better, the word "passage".

Do not confuse "excerpt" with "expert" or "except" or any other word than "excerpt". Again, perhaps just use the word "passage" or, much better, ALWAYS quote and paraphrase from the passage.

Do not just ask the reader to remember or to refer to the passage. GIVE THEM SOMETHING TO WORK WITH.

Let the WORK SPEAK by USING THE WORK!

I can not stress enough the IMPORTANCE of ANNOTATING readings (and your own writings) as well as PLANNING before you write any form, commentary, or analysis.

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