Y8, 9 & 10 – 19/05/17

Due: 23/05 (Y9 & Y10) 24/05 (Y8) (Issued: 19/05)

Title: Paper One

Section A

Answer all questions in this section.

You are advised to spend about 45 minutes on this section.

  1. Read again lines 1-4.

List four things from this part of the source about the chains.                     (4 marks)


  1. Look in detail at lines 11-20 of the source

How does the writer use language here to describe the Spine Adept?

You could include the writer’s choice of:

  • Words and phrases
  • Language features and techniques
  • Sentence forms (8 marks)


  1. You now need to think about the whole of the source.

How has the writer structured the text to interest you as a reader?

You could write about:

  • what the writer focuses your attention on at the beginning
  • how and why the writer changes this focus as the source develops
  • any other structural features that interest you. (8 marks)


  1. Focus this part of your answer on the first part of the source, from line 23 to line 36.

A student, having read this section of the text, said “This part of the text, where Scrimlock observes the Spine, reveals his worry and concern”.

To what extent do you agree?

In your response, you could:

  • Consider your own impressions of Scrimlock’s reaction in these lines
  • Evaluate how the writer reveals Scrimlock’s anxieties
  • Support your opinions with quotations from the text.                  (20 marks)


Scar Night (by Alan Campbell)

The city of Deepgate hangs suspended by giant chains over a seemingly bottomless abyss where the dread god Ulcis, ‘hoarder of souls’, is said to reside. Above the unfathomable darkness, it is Scar Night and the rogue angel, Carnival, is seeking souls. Except, tonight, the Church’s Assassins guild has finally trapped her.

Chains snarled the courtyard behind the derelict cannon foundry in Applecross: spears of chain radiating at every angle, secured into walls with rusted hooks and pins, and knitted together like a madwoman’s puzzle. In the centre, Barraby’s watchtower stood ensnared. Smoke unfurled from its ruined summit and blew west across the city under a million winter stars.

Huffing and gasping, Presbyter Scrimlock climbed through the chains. His lantern swung, knocked against links and welds and God knows what, threw shadows like lattices of cracks across the gleaming cobbles. When he looked up, he saw squares and triangles full of stars. His sandals slipped as though on melted glass. The chains, where he touched them, were wet. And when he finally reached the Spine Adept waiting by the watchtower door he saw why.

‘Blood,’ the Presbyter whispered, horrified. He rubbed feverishly at his cassock, but the gore would not shift.

The Spine Adept, skin stretched so tight over his muscles he seemed cadaverous, turned lifeless eyes on the priest. ‘From the dead,’ he explained. ‘She ejects them from the tower. Will not suffer them there inside with her.’ He tilted his head to one side.

Below the chains numerous Spine bodies lay in a shapeless mound, their leather armour glistening like venom.

‘Ulcis have mercy,’ Scrimlock said. ‘How many has she killed?’


Scrimlock drew a breath. The night tasted dank and rusty, like the air in a dungeon. ‘You’re making it worse,’ he complained. ‘Can’t you see that? You’re feeding her fury.’

‘We have injured her,’ the Adept said. His expression remained unreadable, but he pressed a pale hand against the watchtower door brace, as if to reinforce it.

‘What?’ The Presbyter’s heart leapt. ‘You’ve injured her? That’s . . . How could you possibly . . .’

‘She heals quickly.’ The Adept looked up. ‘Now we must hurry.’

Scrimlock followed the man’s gaze, and for a moment wondered what he was looking at. Then he spotted them: silhouettes against the glittering night, lean figures scaling the chains, moving quickly and silently to the watchtower’s single window. More Spine than Scrimlock had ever seen together. There had to be fifty, sixty. How was it possible he’d failed to notice them before?

‘Every single Adept answered the summons.’

‘All of them?’ Scrimlock hissed, lowering his voice. ‘Insanity! If she escapes . . .’ He wrung his hands. The Church could not afford to lose so many of its assassins.

‘She cannot escape. The window is too narrow for her wings; the roof is sealed, the door barricaded.’

Scrimlock glanced at the watchtower door. The iron brace looked solid enough to thwart an army. That still did not give him peace of mind. He looked for reassurance in the Adept’s eyes, but of course there was nothing there: only a profound emptiness the priest felt in his marrow. Could they have injured her? And what would be the cost to the Church? What revenge would she seek? God help him, this was too much.

‘I will not sanction this,’ he protested. He waved a hand at the heap of dead bodies, at the blood still leaking onto the cobbles. ‘Ulcis will not accept these opened corpses; every one of them is damned.


Y10 – 17/05/17

Due: 19/05 (Set: 17/05)

Title: Plan your article

Time: 20-25 minutes

Familiarise yourself with all that follows and develop and plan the following: i) argument, ii) content, iii) structure and chronology, iv) effective rhetorical devices for an argument of your own choosing



The appropriate use of lexical and grammatical features, for a given context; dependent upon audience (who), topic (what), purpose (why) and location (where).

  • Give/respond to information;
  • Cite evidence and use quotations;
  • Include rhetorical devices;
  • Select, organise and emphasise facts, ideas and key points.



Writing types and purposes provide you the opportunity to communicate your personal view(s).

Write to persuade
Persuade the reader of the statement that…


Article (newspaper – broadsheet/tabloid, magazine, web log)

Basic marks:
i) Use of a simple title/headline,
ii) paragraphs.

Detailed marks:
Use of i) a clear/apt/original headline/title, ii) a strapline (caption), iii) subheadings, iv) introductory (overview) paragraph, v) effectively/fluently sequenced paragraphs.


Proposed Structure:


Paragraph One: Respond to the statement.

  • What is your initial reaction to the statement?
  • Why do you think what you do?
  • Remember: Keep to one clear viewpoint.

Paragraph Two: Uses statistics to support your response.

  • Use the results of an imagined survey to support your ideas.
  • Consider a percentage of people affected by the statement.
  • Remember: Keep the numbers realistic so that your work is sophisticated.

Paragraph Three: Use an anecdote to make your response more personal.

  • Tell the story of someone that has been affected in some way by the focus of your statement.
  • Consider the positive/negative impacts on their life.

Paragraph Four: Use an expert to make your response credible.

  • Use your expert to give clear reasons for your viewpoint.
  • Who do they work for?
  • What research have they conducted?
  • What observations have they made?

Aiming for the top?

– Counterpoints
– A one word sentence
– A one word or one sentence paragraph
– Additional statistics/experts/anecdotes.

Y10 – 09/05/17

Due: 12/05 (Set: 09/05)

Title: Baton Rouge – Paper 1 Question 5


You are contributing a descriptive piece on civil protests to an online collection, drawing attention to the use of power and force against civilians.

  1. Draw a vertical line 2/3 of the way across your page.
  2. Write a half a page (long) description of the scene suggested by the picture (above) in the first 2/3 of the page (wide).
  3. Pick 3 of your most powerful phrases or sentences and in the last 1/3 of the page, analyse your use of language (Why you, the writer, used that particular language & how you intended to affect the reader).

Y10 – 03/05/17

Due: 05/05 (Set: 03/05)

Title: Summarise and analyse

Summarise Source B

  1. Summarise the first paragraph in 10 words or fewer
  2. Summarise the second paragraph in 10 words or fewer
  3. Summarise the third to ninth paragraph in 15 words or fewer
  4. Summarise the third to tenth paragraph in 10 words or fewer
  5. Summarise the third to eleventh paragraph in 10 words or fewer
  6. Summarise the entire extract in 10 words or fewer

Identify and highlight any and all devices on both Sources

Title: (Only for those identified) Noun Types

Task: Revise from the class questions

1.Define the following wordclasses:

a)Proper Noun

b)Common Noun

c)Abstract Noun


2.Identify the noun types in each sentence:

a)I have baked the pudding.

b)I am in fear of my life.

c)Please, move your elbow.

d)I bought these from Oxfam.

3.Identify the nouns and their types in each sentence:

a)Our partnership was without jealousy

b)The silk handkerchief was white.

c)I left my heart on the doorstep of her beauty.

d)It was only luck that meant the Nova Hreod building was still standing.

Y10 – 28/04/17

Due: 03/05 (Set: 28/04)

Title: Writer’s Method

Task: Using the two warehouse sources write the framework of two paragraphs, focussing on:

  1. What is the attitude?
  2. What is the evidence?
  3. What is the Writer’s Method and how does it reveal the attitude?
  4. How is that attitude or writer’s method different in the second source?
  5. What is the evidence?
  6. What is the Writer’s Method and how does it reveal the attitude?

Y7, 8 and 10 – 25/04/17

Due: 28/04/17 (Issued: 25/04/17)

Task: Revise the wordclasses


  1. What is an abstract noun?
  2. Give three examples of abstract nouns.
  3. Explain the difference between comparative and superlative adjectives.
  4. What is a modal verb?
  5. Give three examples of modal verbs.
  6. What do you call words which join sentences together?
  7. What is a preposition?
  8. Give three examples of prepositions.
  9. What is a determiner?
  10. Which word class is ‘absolutely’?


1. a noun denoting an idea, quality, or state rather than a concrete object
2. truth, danger, happiness
3. Adjectives with two syllables can form the comparative either by adding -er or by preceeding the adjective with more. These adjectives form the superlative either by adding -est or by preceeding the adjective with most. In many cases, both forms are used, although one usage will be more common than the other.
4. an auxiliary verb that expresses necessity or possibility.
5. English modal verbs include must, shall, will, should, would, can, could, may, and might.
6. Conjunctions / connectives
7. a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in ‘the man on the platform’, ‘she arrived after dinner’, ‘what did you do it for ?’.
8. Before, after, above, below, to, at, by, beneath, through
9. a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in ‘the man on the platform’, ‘she arrived after dinner’, ‘what did you do it for ?’.
10. adverb

Y10 – 05/04/17

Due: 07/04/17 (Issued: 05/04/17)

Task: Rewrite your answer, to include 3 paragraphs of (at least) 2 quotations in each.

You need to refer to source A and source B for this question:

Both sources give details about a factory setting.

Use details from both sources to write a summary of the differences between Dickens’ blacking-warehouse and Amazon’s Swansea warehouse.

[8 marks]