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WHEN IT’S TIME TO GET SERIOUS ABOUT New for GCSE (9–1)
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The key to top grades in English Language and Literature is to regularly test and
revise what you’ve learned. Devoted entirely to giving you the vital practice you
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Learn – Be ready for every exam question with the easy-to-use ‘Exam Basics’ feature.
Sharpen up your skills with tasks, tests and activities that will enhance your learning
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progress.
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ENGLISH LANGUAGE
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YORK NOTES
POETRY OF THE
ENGLISH
FIRST WORLD
LANGUAGE
WAR AND
LITERATURE
WORKBOOK
NOTES BY TOM RANK
Suitable for AQA, Edexcel, Eduqas and OCR
Longman York Press
STEVE EDDY WITH MARY GREEN
All Boards Workbook FINAL 3 colour.indd 1 5/4/2017 10:44:41 AM

CONTENTS
PART ONE: THE BASICS

The Assessment Objectives ............................................................................5
Chapter 1: The basics: Spelling, punctuation and grammar
Spelling ...........................................................................................................6
Sentences and grammar ................................................................................8
Punctuation ..................................................................................................10
PART TWO: GCSE ENGLISH LANGUAGE

Chapter 2: Reading creative or fiction texts
Identifying information ...............................................................................12
Analysing language features ......................................................................15
Understanding structures ............................................................................18
Evaluating characters, themes and settings ...............................................21
Chapter 3: Writing imaginative, descriptive and narrative texts
Describing setting and creative atmosphere ..............................................26
Creating characters ......................................................................................29
Writing to describe and imagine ................................................................32
Writing to narrate ........................................................................................35
Chapter 4: Reading non-fiction texts
Finding factual information ........................................................................38
Summarising texts ........................................................................................41
Understanding persuasive language ..........................................................45
Comparing viewpoints and techniques ......................................................48
Chapter 5: Writing to present a viewpoint
Key conventions of persuasive texts ...........................................................51
Using persuasive language ..........................................................................54
Planning and structure ................................................................................57
Chapter 6: GCSE English Language practice paper
Paper 1: Reading and writing imaginative/creative texts .........................60
Paper 2: Writers’ viewpoints and perspectives ...........................................64

PART THREE: GCSE ENGLISH LITERATURE
Chapter 7: English Literature basics
How to use quotations ................................................................................68
Key themes, contexts and settings..............................................................71
Writing about characters .............................................................................74
Key literary techniques ................................................................................77
Chapter 8: Shakespeare and the nineteenth-century novel
Shakespeare .................................................................................................80
Nineteenth-century novels ..........................................................................83
Chapter 9: Modern prose and drama
Modern prose ...............................................................................................86
Modern drama .............................................................................................89
Chapter 10: Poetry
Poetic techniques .........................................................................................92
Reading an unseen poem ............................................................................95
Comparing poems ........................................................................................98
ANSWERS
Chapter 1 ....................................................................................................101
Chapter 2 ....................................................................................................102
Chapter 3 ....................................................................................................104
Chapter 4 ....................................................................................................105
Chapter 5 ....................................................................................................108
Chapter 6 ....................................................................................................109
Chapter 7 ....................................................................................................110
Chapter 8 ....................................................................................................112
Chapter 9 ....................................................................................................112
Chapter 10 ..................................................................................................113

THE ASSESSMENT OBJECTIVES
The Assessment Objectives

Whichever GCSE English Language and English Literature course you are
following, your work will be examined through the Assessment Objectives
below.
ENGLISH LANGUAGE
AO1 to AO4 relate to the Reading sections of the exam, and AO5 and AO6
to the Writing sections:
 Identify and interpret explicit and implicit information and ideas.

 Select and synthesise evidence from different texts.
Explain, comment on and analyse how writers use language and structure to
achieve effects and influence readers, using relevant subject terminology to support
their views.
Compare writers’ ideas and perspectives, as well as how these are conveyed,
across two or more texts.
Evaluate texts critically and support this with appropriate textual references.
 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style
and register for different forms, purposes and audiences.
 Organise information and ideas, using structural and grammatical features to support
coherence and cohesion of texts.
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with
accurate spelling and punctuation. (20% of total marks)
ENGLISH LITERATURE
Read, understand and respond to texts. Students should be able to:

 maintain a critical style and develop an informed personal response
 use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and
effects, using relevant subject terminology where appropriate.
Show understanding of the relationships between texts and the contexts in which they
were written.
Use a range of vocabulary and sentence structures, for clarity, purpose and effect, with
accurate spelling and punctuation.
Look out for the AO labels throughout this Workbook to help keep you on track.
GCSE E N G L I S H L A N G U A G E AND L I T E R AT U R E 5

CHAPTER 1: The basics: Spelling, punctuation and grammar
Spelling
TOP TIP
It is important to make sure that you spell words correctly. Spelling rules can help you
remember spellings that you find difficult. Use the tasks below to test and practise your
spellings.
PRACTISE YOUR SKILLS
PLURALS
Give the correct plurals for the following words:

a) belief .................... cherry .................... chief .................... church ....................
b) cuff .................... dairy .................... donkey .................... fairy ....................
c) fox .................... glass .................... journey .................... scarf ...................
d) knife .................... lorry .................... monkey .................... peach ....................
e) ruff .................... tray .................... wharf .................... wolf ....................
PREFIXES AND SUFFIXES
Give the correct spellings, using prefixes (e.g. ir, un, in), for the opposites
of these words:
a) acceptable .................... regular .................... necessary .................... polite ....................
b) intelligent .................... caring .................... efficient .................... eligible ....................
c) precise .................... appropriate .................... edible .................... equal ....................
The words breakable and edible use the suffixes able and ible. Use the
correct suffix to create words that mean:
a) easily noticed .....................................
b) easily accessed .....................................
c) easily managed .....................................
d) able to be read (of handwriting) .....................................
e) easily excited .....................................
f) able to be divided .....................................
Correct the following:
allways .................................... beautifuly ..................................... allmost .....................................

hopefull .................................... impresive ................................... beautifull ..................................
pennyless .................................... untill .................................... worrysome ....................................
6 GCSE E N G L I S H L A N G U A G E AND L I T E R AT U R E

CHAPTER 1: THE BASICS: SPELLING PUNCTUATION AND GRAMMAR
HOMOPHONES
Circle the correct spellings in this piece of writing:
When I went to see the [principal / principle], she said she would [right / write] me a letter on
her own [stationary / stationery] so that I [wood / would] be [aloud / allowed] to miss Games.
‘[Its / It’s] not often I do this,’ she said. ‘[It’s / Its] a question of [principal / principle]. I only do
it for someone [whose / who’s] got a genuine excuse – for example, [their / there] health is
poor and [there / they’re] in danger of it getting worse. I don’t know [whether / weather]
you realise that. Anyway, [its / it’s] [too / two] late for Games now, so this letter may have
already lost [it’s / its] usefulness.’
As I walked to the changing rooms, I felt relieved. My excuse had been [accepted / excepted].
Everything was fine – [accept / except] that I couldn’t think [where / wear] the letter had
got to!
DIFFICULT SPELLINGS
Check that you know the following spellings. Split the word into syllables
to help you remember. Test yourself using the ‘Look, Say, Cover, Write,
Check’ method.
accommodation exhilarating
acquit humorous
appearance liaison
circumstances manoeuvre
committed occurrence
definitely playwright
dilemma schedule
embarrass unconscious
PROGRESS LOG [tick the correct box] Needs more work Getting there Under control

Sentences and grammar
TOP TIP
Make sure that you write grammatically correct sentences and vary your use of
sentence types for effect.
Remember:
 All sentences contain a main verb and a subject.
 Complex sentences contain at least one main clause and a subordinate clause.
 Minor or incomplete sentences can be used, but only sparingly.
SENTENCE TYPES
Rewrite the following pairs of simple sentences as single complex ones,

i.e. use relative pronouns such as ‘which’, ‘who’, and/or conjunctions.
a) Aled is a plumber by trade. He is very practical.
b) Aberdeen is a long way north. It gets very cold in winter.
c) I was brought up in Calcutta. It is a huge city.
Turn each of these complex sentences into two simple ones:

a) Having bought a ticket, she felt she might as well go to the concert.
b) Amir, who preferred football to Maths, stayed away.
c) I scored once, which is more than Wayne ever manages.
Rewrite these sentences to include a minor sentence for dramatic effect:

a) I opened the safe, but it was empty.
b) It was silent, apart from the beating of my heart.
c) There was nothing but rain all day.

Rewrite this student’s paragraph using a range of different sentence

types. Add any words you need to make it flow.
I rushed to the river. I jumped in. I swam across. The water was freezing. It took my breath away
as if it had been sucked out of me. I made it to the other side. I just had time to look back. They
were still pursuing me. I saw a puff of smoke from a rifle. I heard a crack like a branch breaking.
I heard a bullet ricochet off the rocks a foot away from me. I put my head down and ran.
CLAUSES
Underline the noun clauses (dependent clauses acting as nouns):

a) We can have whatever we want.
b) Give the prize to whoever arrives first.
c) What you see is what you get.
Underline the relative clauses (clauses adding information to the
main clause):
a) Fatima, who lives in Peckham, had to take the bus.
b) We watched Peaky Blinders, which is set in Birmingham.
c) China, which has a fast-growing economy, objected.
Underline the adverbial clauses (dependent clauses that modify a
main clause):
a) You’ll need a thermal jacket if you’re going to avoid freezing.
b) To stalk the seal, the polar bear swims underwater.
c) I’m going to let you off this time because of your previous good behaviour.
VERBS
Circle the correct verb form. Remember: subject and verb must ‘agree’.
a) The runners [was / were] approaching the finish.
b) A flock of sheep [has / have] wandered on to the road.
c) The wolf pack [is / are] hunting a bison.
Replace the underlined words with the correct form of the conditional tense:
a) What would you say if I sing ............................ out of tune?
b) If I was .............................. to complain, I would only annoy them.
c) If I buy ............................. these jeans now, would you change them if necessary?

Punctuation
TOP TIP
Using punctuation accurately and creatively will help you convey meaning, while
varying your punctuation can add interest.
COMMAS AND FULL STOPS
Add commas to make the meaning of these sentences clear:

a) After eating Kevin Ian and Ravi went to the park.
b) Malachi who is doing Media Studies directed the video.
c) Sue who works in Boots came to the party but Sue who’s in our
class didn’t.
Add commas where necessary to these listing sentences:
a) Rain snow and sleet along with black ice are some of the road
hazards today.
b) The current stars of TOWIE Coronation Street and EastEnders and a few
from Emmerdale Hollyoaks and Home and Away attended the event.
c) She ordered a sandwich with salmon cream cheese and cucumber and
waited.
Which two of these lines are correctly punctuated? Tick the boxes.
a) Eva drank her coffee immediately, she hated it cold.
b) Bread needs to rise. You can’t make it in five minutes.
c) France is twice the size of Britain, it has more space.
d) Britain has a queen: it is technically a monarchy.
COLONS AND SEMICOLONS
Which of these are functions of the colon? Tick one or more boxes.
a) Introducing a list
b) Dividing items in a list
c) Announcing an explanation or elaboration of a point
d) Expressing surprise
Add colons and/or semicolons to the following sentences:
a) There is only one reason to shop at Betterbuy it’s cheap.
b) Dogs are obedient, loving and loyal cats will cuddle up to anyone
who feeds them.
c) We took the following ropes, flexible ladders and clips sandwiches,
drinks and snacks and a range of maps.

Insert dashes in the following sentences:

a) Egypt with the Nile, tombs and pyramids is one of the most
popular destinations.
b) I have one relative a cousin, but I last saw him two years ago.
c) You of all people should understand.
Add commas and speech marks to the following dialogue:
a) Desiree he insisted is the only girl for me.
b) Once upon a time I began there was a little girl called Goldilocks.
c) I stared hard at him. Who do you think you’re fooling? I said. Not me,
for one.
Add parentheses (round brackets like these) to these sentences:
a) My great-grandfather drove a Centurion a kind of tank in the war.
b) I listed the things I needed: flour plain, sugar brown, butter or
margarine and a lemon.
c) Panamanians most of them are Spanish-speaking.
Add the correct punctuation, including capital letters where necessary, in
the following passage.
It was a sunny afternoon in the park James Darrel and Omar were kicking a ball around
Emma and Sita were sitting on the grass texting
Emma looked up from her phone when a buzzing noise distracted her she thought at first
it was a large bee she hated bees having been stung once
Sita heard it too what’s that she said looking around that buzzing
The boys had stopped their game though it had hardly been a proper game in the first
place there were only three of them
Look said Darrel pointing up it’s a tiny spaceship
Don’t be daft said Omar I’ll tell you what it is a drone they’re being used to deliver parcels
now
Well do you really think that one’s delivering a parcel said Darrel I think it’s spying on us
probably scouting for new talent

CHAPTER 2: Reading creative or fiction texts
Identifying information
AQA PAPER 1,
SECTION A, Q1
EDEXCEL PAPER 1,
EXAM BASICS SECTION A, Q1, Q2
What’s it all about? EDUQAS
COMPONENT 1,
 You will have to find particular information, such as details about SECTION A, QA1
the weather or a character, from a given text, or a section of it. OCR COMPONENT
Remember: 2, SECTION A,
Q1A, B, C, Q2
 You may have to list or note down information that is made
explicit (stated) or that is implied (hinted at).
 Stick to the given section or text and aspect required.
 Quote directly from the text, if asked to. In other cases,
paraphrasing will be acceptable.
EXPLICIT INFORMATION
Read this passage from The Remarkable Case of Davidson’s Eyes, by H. G.

Wells, and the task below it. Bellows, the narrator, is describing what
happened to his colleague, Davidson.
When I say that I was the immediate witness of his seizure, I mean that I was the first on the scene.
The thing happened at the Harlow Technical College, just beyond the Highgate Archway. He was
alone in the larger laboratory when the thing happened. I was in a smaller room, where the
balances are, writing up some notes. The thunderstorm had completely upset my work, of course. It
was just after one of the louder peals that I thought I heard some glass smash in the other room. I
stopped writing, and turned round to listen. For a moment I heard nothing; the hail was playing
the devil’s tattoo on the corrugated zinc of the roof. Then came another sound, a smash – no doubt
of it this time. Something heavy had been knocked off the bench.
Task: List four pieces of explicit information from this text about what the
narrator remembers.
Read the answers one student gave to this task:

a) Bellows saw the first moment of Davidson’s seizure.
b) Bellows was a student.
c) A thunderstorm broke a window.
d) The hail made a loud noise as it hit the metal roof.
On a separate piece of paper, identify which of these answers is correct,
and explain why the others are wrong.

CHAPTER 2: READING CREATIVE OR FICTION TEXTS
Now find four other pieces of explicit information about what the
narrator remembers from the extract on page 12:
a)
b)
c)
d)
IMPLICIT INFORMATION
Read this further extract about Bellows’s encounter with Davidson.
I jumped up at once and went and opened the door leading into the big laboratory.
I was surprised to hear a queer sort of laugh, and saw Davidson standing unsteadily in the middle
of the room, with a dazzled look on his face. My first impression was that he was drunk. He did not
notice me. He was clawing out at something invisible a yard in front of his face. He put out his
hand, slowly, rather hesitatingly, and then clutched nothing. ‘What’s come to it?’ he said. He held
up his hands to his face, fingers spread out. ‘Great Scott!’ he said.
What can we infer about Davidson? Note down four things. For example:
‘Something extremely powerful happened to him …’.
a)
b)
c)
d)

PARAPHRASING
Paraphrase the following sentence and phrase, showing that you

understand their meaning. Write in the present tense.
a) ‘My first impression was that he was drunk.’ Start:
He appears to be
b) ‘and then clutched nothing.’ Start:

He
TEST YOUR UNDERSTANDING

Read this further passage from the story.
He looked round him in every direction. ‘I could swear that was Bellows. Why don’t you show
yourself like a man, Bellows?’
It occurred to me that he must be suddenly struck blind. I walked round the table and laid my
hand upon his arm. I never saw a man more startled in my life. He jumped away from me, and
came round into an attitude of self-defence, his face fairly distorted with terror. ‘Good God!’ he
cried. ‘What was that?’
‘It’s I – Bellows. Confound it, Davidson!’
He jumped when I answered him and stared – how can I express it? – right through me. He
began talking, not to me, but to himself. ‘Here in broad daylight on a clear beach. Not a place
to hide in.’ He looked about him wildly. ‘Here! I’m off.’ He suddenly turned and ran headlong
into the big electro-magnet.
List four pieces of information we find out about Davidson and his situation. These can be
direct details, or things that are implied.
a)
b)
c)
d)

Analysing language features

AQA PAPER 1,
SECTION A, Q2
EDEXCEL PAPER 1,
EXAM BASICS SECTION A, Q3
COMPONENT 1,
 You will have to answer a question about a particular aspect of SECTION A, QA2,
the text you have been given. Sometimes this may be a specific QA3, QA4
section of the text. OCR COMPONENT
 You must write about how the writer’s use of language creates
2, SECTION A,
Q2, Q3
particular effects.
Remember:
 Focus on that aspect alone (e.g. the weather, a person, the
setting).
 Choose short, appropriate quotations.
 Concentrate on the effect of the language.
WORDS AND PHRASES
Read this short text from Wuthering Heights in which the narrator gazes
through a window into another house.
[It] was beautiful – a splendid place carpeted with crimson, and crimson-
covered chairs and tables, and a pure white ceiling bordered with gold, a
shower of glass-drops hanging in silver chains from the centre, and
shimmering with little soft tapers.
How does the writer use words and phrases here to describe the effect
of the room on the narrator?
• Circle any words describing the room.
• Note down their effect on the narrator. (How does he or she feel as a
result of seeing this?) Continue on a separate sheet of paper if necessary.
Read this paragraph from a different text.
The boy watched, transfixed, as his father raised the sword in the air. It
gleamed and shone, and his mouth gaped as the edge caught the light
and momentarily sent a flash of white across the room. Oh, how he
wished to hold that sword, to weave spells with it. But it was forbidden.
Not for children.

Now read this response by one student about the effect on the boy of seeing
the sword. He or she has forgotten to add any quotations to support the
point made. Rewrite the response, adding at least two quotations.
The boy responds to seeing the sword as if it is something magical. He is utterly amazed by its
appearance. Together these descriptions suggest a world that hypnotises him.
USE OF SENTENCES
What is notable about the final two sentences of the text about
the sword?
What effect do they create?
LANGUAGE TECHNIQUES
Look at this box containing different language techniques. Can you

remember what each one is?
punctuation for impact pattern of three simile sibilance metaphor

repetition onomatopoeia alliteration
Which of these language techniques can you identify in the passage from
Wuthering Heights below? Write any relevant letters against the words
or phrases in the paragraph.
Pray, don’t imagine that he conceals depths of benevolence and affection beneath a stern exterior!
He’s not a rough diamond – a pearl-containing oyster of a rustic: he’s a fierce, pitiless, wolfish man!
… [He’d] crush you like a sparrow’s egg.
Now, complete this paragraph:

In this passage, Heathcliff is presented as a violent character who…
It also suggests that Isabella mustn’ t be deceived into thinking he is


Read this longer paragraph from Wuthering Heights. In it, Heathcliff has just learned of the
death of his lover, Catherine.
Oh, God! it is unutterable! I cannot live without my life! I cannot live without my soul!’
He dashed his head against the knotted trunk; and, lifting up his eyes, howled, not like a
man, but like a savage beast being goaded to death with knives and spears. I observed several
splashes of blood about the bark of the tree, and his hand and forehead were both stained;
probably the scene I witnessed was a repetition of others acted during the night. It hardly
moved my compassion – it appalled me: still, I felt reluctant to quit him so. But the moment he
recollected himself enough to notice me watching, he thundered a command for me to go, and
I obeyed. He was beyond my skill to quiet or console!
How does the writer use language here to describe the effect of Catherine’s death on
Heathcliff? You could comment on words and phrases, language features and sentence forms.

Understanding structures AQA PAPER 1,

SECTION A, Q3
EDEXCEL PAPER 1,
EDUQAS
What’s it all about? COMPONENT 1,
 You may have to identify specific structural features in a given SECTION A, QA4
text. OCR COMPONENT
2, SECTION A,
 You may have to comment on their effect on the action or Q2, Q3
mood, or on the presentation of a character or place.
Remember:
 Think about the overall structure – and how specific words,
phrases and sentences contribute to it.
 Look for structural elements or devices such as contrasts, or
sequencing (e.g. flashback).
 Look for change or development, such as a shift in the writer’s
focus, or increasing tension.
OPENINGS
Read the two fiction openings below, then answer the questions that follow.
A. Let the reader be introduced to Lady Carbury, upon whose character

and doings much will depend of whatever interest these pages may
have, as she sits at her writing-table in her own room in her own house
in Welbeck Street. Lady Carbury spent many hours at her desk, and
wrote many letters – wrote also very much beside letters.
Anthony Trollope, The Way We Live Now
B. Day had broken cold and gray, exceedingly cold and gray, when the
man turned aside from the main Yukon trail and climbed the high earth-
bank, where a dim and little-travelled trail led eastward through the fat
spruce timberland.
Jack London, ‘To Build a Fire’
Which opening gains the reader’s interest by:

a) addressing the reader?
b) giving a strong sense of setting?
c) raising questions about a character’s daily life?
d) raising questions as to why a character is where they are?

THE ELEMENTS OF STRUCTURE
Which of these are important elements of structure? Tick one or

more boxes.
a) sequencing
b) use of commas
c) ‘zooming in’ from an overall view to a detail
d) scene-setting
e) alliteration
f) narrative viewpoint
g) similes
h) connections between paragraphs
i) topic sentences
j) word choices
Which of the elements of structure listed in Task 2 are used in the
following passage? Identify how structure is used in each of the
underlined sections. The first one has been done for you.
He crouched behind the bin and scanned the view: an expanse of wet
concrete, and behind it a railway viaduct over six red-brick arches, each
sealed to form an individual lock-up. Beneath a sign reading ‘JD Engines
Ltd’ was a solid steel gate. In this gate, a door was inset.a) Any moment
now, that door would fly open.b)
Yesterday it had all been different.c) He had been a free man. That
was before Arthur had approached him about ‘a little job’.
Suddenly a gunshot sounded and Arthur burst out running.d)
a) The passage follows the man’s view, focusing in on the door.

b)
c)
d)


Read this passage from To the Lighthouse, by Virginia Woolf, in which a family are in a
sailing boat.
The rush of the water ceased; the world became full of little creaking and squeaking sounds.
One heard the waves breaking and flapping against the side of the boat as if they were
anchored in harbour. Everything became very close to one. For the sail, upon which James had
his eyes fixed until it had become to him like a person whom he knew, sagged entirely; there
they came to a stop, flapping about waiting for a breeze, in the hot sun, miles from shore, miles
from the Lighthouse. Everything in the whole world seemed to stand still. The Lighthouse
became immovable, and the line of the distant shore became fixed. The sun grew hotter and
everybody seemed to come very close together and to feel each other’s presence, which they
had almost forgotten. Macalister’s fishing line went plumb down into the sea. But Mr Ramsay
went on reading with his legs curled under him.
How has the writer structured this text so it interests the reader?

Evaluating characters, themes and settings AQA PAPER 1,

SECTION A, Q4
EDEXCEL PAPER 1,
COMPONENT 1,
You will be asked to do one of the following: SECTION A, QA5
 Make a judgement about how successful a writer has been with OCR COMPONENT
regard to a particular aspect of a text. 2, SECTION A, Q4
 Respond to a statement offering an opinion on the text.
Remember:
 Focus on the aspect of the text identified in the question
(e.g. ‘a sense of mystery’).
 Provide evidence, and analyse and evaluate it.
CHARACTERISATION THROUGH APPEARANCE
Read this description of Count Dracula in Bram Stoker’s Dracula.
His face was a strong – a very strong – aquiline,1 with high bridge of the
thin nose and peculiarly arched nostrils; with lofty domed forehead, and
hair growing scantily round the temples but profusely elsewhere. His
eyebrows were very massive, almost meeting over the nose, and with
bushy hair that seemed to curl in its own profusion. The mouth, so far as
I could see it under the heavy moustache, was fixed and rather cruel-
looking, with peculiarly sharp white teeth; these protruded over the lips,
whose remarkable ruddiness showed astonishing vitality in a man of his
years. For the rest, his ears were pale, and at the tops extremely pointed;
the chin was broad and strong, and the cheeks firm though thin. The
general effect was one of extraordinary pallor.
[His hands were] rather coarse – broad, with squat fingers. Strange to
say, there were hairs in the centre of the palm. The nails were long and
fine, and cut to a sharp point.
1
aquiline – like an eagle
Draw lines to match the details and word choices on the right to the
impression they create of the Count. The first one has been done for you.
a) physically strong and healthy ‘massive’ eyebrows; ‘cruel-looking’ mouth
b) strong-willed and decisive ‘sharp white teeth; nails ‘cut to a sharp point’
c) ghostly, or connected to death ‘hairs in the centre of the palm’
d) threatening or menacing ‘lips whose remarkable ruddiness showed astonishing vitality’
e) unnatural ‘extraordinary pallor’
f) a vampire ‘a strong […] aquiline’; ‘the chin was broad and strong’

CHARACTERISATION THROUGH ACTION AND SPEECH
Read this extract about a character called Anton eating breakfast in a café
with his wife.
Anton folded his arms tightly and glared at his plate.

‘That’s not what I ordered,’ he told his wife, starting to gesture
impatiently towards the retreating waitress. ‘Why can’t the idiots in
these places get anything right? I specifically requested poached eggs,
plural, on white toast. What do they bring me?’
‘Don’t make a fuss, dear,’ she pleaded.
He snorted, ripped open a butter pat, stabbed it with his knife, and
squashed it hard onto the toast, scraping it to each corner. He paused to
scowl at his wife before sawing off a mouthful.
Write your answers to the questions below on a separate piece of paper:

a) How do the writer’s verb choices effectively suggest Anton’s
character?
b) How does the writer convey Anton’s character by what he does
and says?
CHARACTER AND THEMES
Read this passage from a text about a homeless person called Ellie.
Ellie huddled against the wall, hugging threadbare knees, her freezing
fingers holding out a plastic cup. All these people passing by on the busy
street had places to go: glossy jobs in glass-fronted offices; lunch dates
with eager friends in cosy bars; heated homes with thick-piled carpets
and big TVs. Her? Empty pockets, boots with holes, ripped jacket. She
shivered.
‘Spare change?’ she mumbled as a woman in an elegant mohair coat
and glinting jewellery clicked past on strappy heels. The woman glanced
away, suddenly interested in something across the road. That was when
she knew it – she was invisible, like a ghost sensed only by dogs and
children. The passers-by saw only a bundle of rags with an empty cup.
How does the writer successfully use the language techniques below to
explore the theme of being an outsider?
a) listing d) revealing details
b) short and incomplete sentences e) different viewpoints
c) contrast
Complete this student’s evaluation:
The details describing Ellie’ s .....................................................................................

........................... show how poor she is. Her state is effectively contrasted with
that of the ................................................................................................................
.............. . When the woman glances away, she is probably ......................................
............................................ . The simile comparing Ellie to a ...............................
shows how ............................................................................................................... .

SETTING AND ATMOSPHERE
Which of these lines from different short stories relate to setting? Tick
one or more boxes.
a) ‘Around the turn of the century …’
b) ‘The train came clanking along …’
c) ‘Forcing their way through tangled undergrowth …’
d) ‘No one’, she said grimly, ‘will dare to defy me.’
e) ‘The sun hung overhead, blazing down on the baked sand.’
f) ‘Shelves of leather-bound volumes stretched as far as
she could see.’
g) ‘His smiling eyes formed tiny creases.’
Fill in the blanks in these statements about setting and how it can be
used by authors. Use the list of options below:
a) Helps to create an appropriate ..................... – such as tense, relaxed,
menacing.
b) Prepares the reader for a particular sort of ..................... .
c) Helps the reader to ..................... where the action takes place.
d) Can be associated with a major ..................... – e.g. Dracula and his castle.
e) Can include place, time of day and ..................... .
action character describe imagine metaphor mood weather
Read this further passage from Dracula.
Never did tombs look so ghastly white; never did cypress, or yew, or
juniper so seem the embodiment of funereal gloom; never did tree or
grass wave or rustle so ominously; never did bough creak so
mysteriously; and never did the far-away howling of dogs send such a
woeful presage1 through the night.
[…] He pointed; and far down the avenue of yews we saw a white
figure advance – a dim white figure, which held something dark at its
breast. The figure stopped, and at the moment a ray of moonlight fell
upon the masses of driving clouds and showed in startling prominence a
dark-haired woman, dressed in the cerements2 of the grave.
1
presage – omen, warning
2
cerements – burial shroud
A student has been asked to evaluate how well the setting above creates
a sense of menace. On a separate piece of paper, rewrite the student’s
response, adding evidence, with whatever words you need to weave it in.
The setting creates a sense of menace, particularly the tombs and gloomy trees. Even the
sounds of nature and the dogs seem threatening. This prepares us for the frightening
moment when the woman appears. The description makes this dramatic.

USING POINT, EVIDENCE, ANALYSIS – AND EVALUATION
Read the following passage and answer the questions that follow.
Aaron’s dark eyes darted around his kingdom. He leapt, cat-like, from
one mound of twisted metal to another, peering into shadows, turning
over likely-looking sheets of chipboard, pausing to pick up an object and
either toss it away or tuck it into his sack.
The smell of rotting domesticity, damp and decay that hung on the air
was to Aaron the perfume of possibility. This tumbled heap of dripping
detritus was his treasure trove.
‘Over here!’ he called to Fliss, who was surveying the scene with
distaste, arms folded, standing determinedly on the perimeter of the
dump. A derelict mattress flopped over like an exhausted overweight
runner only made her think of her own comfortable bed.
‘Whoah!’ he exclaimed. ‘There’s a whole pile of electrical stuff –
toasters, radios, the lot. Think of the copper wire!’ He knelt on a sodden
carpet and began an eager examination of each appliance.
Which do you think is the writer’s main purpose? Tick the correct box.
a) To highlight the need for recycling
b) To disgust the reader
c) To show Aaron’s character
d) To show that Fliss is fussy
Use colour coding to identify the Point, Evidence and Analysis in this
paragraph.
Fliss does not share Aaron’ s enthusiasm. Her ‘ surveying the scene with distaste’ ,
her ‘ folded’ arms and her remaining ‘ on the perimeter’ all indicate her refusal to
get involved.
Rewrite the paragraph, varying the order of the Point, Evidence and
Analysis, and adding an Evaluation. For example, you could now begin
with Evidence.


Read this task, which refers to the passage on the previous page.
A reviewer has written:
‘This passage is very effective in showing what an enthusiastic opportunist Aaron is.’
To what extent do you agree?
Write at least two paragraphs in response. Make sure you:
 Consider your own impressions of Aaron.
 Evaluate how the writer conveys Aaron’s character.
 Support your response with references from the text.

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fo

YORK NOTES for YORK NOTES for r A Su

ENGLISH LANGUAGE & LITERATURE WORKBOOK

To feel properly prepared for

Cover image: Alamy / Jon Parker Lee

CVR_YN_LangLit_EngWbk_6214.indd 1 05/01/2017 11:56

Suitable for AQA, Edexcel, Eduqas and OCR

Longman York Press

STEVE EDDY WITH MARY GREEN

All Boards Workbook FINAL 3 colour.indd 1 5/4/2017 10:44:41 AM

PART ONE: THE BASICS

PART TWO: GCSE ENGLISH LANGUAGE

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The Assessment Objectives

 Identify and interpret explicit and implicit information and ideas.

Read, understand and respond to texts. Students should be able to:

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CHAPTER 1: The basics: Spelling, punctuation and grammar

PRACTISE YOUR SKILLS

 Give the correct plurals for the following words:

PREFIXES AND SUFFIXES

allways .................................... beautifuly ..................................... allmost .....................................

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 Circle the correct spellings in this piece of writing:

already lost [it’s / its] usefulness.’

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Sentences and grammar

PRACTISE YOUR SKILLS

 Rewrite the following pairs of simple sentences as single complex ones,

b) Aberdeen is a long way north. It gets very cold in winter.

c) I was brought up in Calcutta. It is a huge city.

 Turn each of these complex sentences into two simple ones:

b) Amir, who preferred football to Maths, stayed away.

c) I scored once, which is more than Wayne ever manages.

 Rewrite these sentences to include a minor sentence for dramatic effect:

b) It was silent, apart from the beating of my heart.

c) There was nothing but rain all day.

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 Rewrite this student’s paragraph using a range of different sentence

 Underline the noun clauses (dependent clauses acting as nouns):

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PRACTISE YOUR SKILLS

COMMAS AND FULL STOPS

 Add commas to make the meaning of these sentences clear:

COLONS AND SEMICOLONS

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 Insert dashes in the following sentences:

Emma and Sita were sitting on the grass texting

place there were only three of them

Look said Darrel pointing up it’s a tiny spaceship

probably scouting for new talent

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CHAPTER 2: Reading creative or fiction texts

PRACTISE YOUR SKILLS

Read this passage from The Remarkable Case of Davidson’s Eyes, by H. G.

 Read the answers one student gave to this task:

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Read this further extract about Bellows’s encounter with Davidson.

Give the correct plurals for the following words:

Circle the correct spellings in this piece of writing:

Rewrite the following pairs of simple sentences as single complex ones,

Turn each of these complex sentences into two simple ones:

Rewrite these sentences to include a minor sentence for dramatic effect:

Rewrite this student’s paragraph using a range of different sentence

Underline the noun clauses (dependent clauses acting as nouns):

Add commas to make the meaning of these sentences clear:

Insert dashes in the following sentences:

Read the answers one student gave to this task:

Paraphrase the following sentence and phrase, showing that you

Read this paragraph from a different text.

What effect do they create?

Now, complete this paragraph:

Which opening gains the reader’s interest by:

Which of these are important elements of structure? Tick one or

Write your answers to the questions below on a separate piece of paper:

Read this further passage from Dracula.