What are your GCSE English Language AO’s?
AO’s are the most neglected revision resource. Why? Because they are a cheat sheet to 9s.
Let me walk you through them
What the exam board(s) say..
AO1
Identify and interpret explicit and implicit information and ideas
Select and synthesise evidence from different texts
AO2
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
AO3
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
AO4
Evaluate texts critically and support this with appropriate textual references
But this is hard to understand sometimes, let me simplify and give you a bit more info shall I?
AO1
The WHAT and HOW: A01 is literally just understanding WHAT the writer is saying, HOW they are saying it and to what EFFECT for the reader, they are saying it for. Don't overthink it, it is easy to assume that this is a over-complicated analysis when thats actually for A02 (aha!). For this A0, focus on the how and the what rather than the why.
Your argument: This A0 asks you to form your argument to the question, based upon the text (the WHAT and HOW). Broad points, thats all - realise that the broader the point, the more you'll have to write about.
The quotes: The peanut butter (substance) to the jelly (argument) - make sure that you are choosing RELEVANT quotes. Why pick a quote that won't extend or aid your answer? Silly isn't it. Choose quotations that further your broad point arguments (this also goes for english literature). It makes your life a whole lot easier - promise.
A02
Whats in the quote? When completing your A02, you need to make sure that you understand what the quote is saying, don't just choose any old phrase if it isn't going to further your argument! Look at the words, the connection of the words in the phrase and also the connection of the words to the rest of the extract. As Shrek liked to say, 'onions have layers' - in the same way, 'words have layers!!!'
Symbolic meanings and connotations : Honestly, I go blue in the face telling my students about this. Want a better grade? Look at the symbolic meanings of words, devices and themes. How does the device relate to the broader themes of the text? Why has the writer used it? To what effect are they using it? Later on, I will teach you how to apply this in writing. For now, look deeper! Like most things, words and devices are rarely one-sided in terms of meaning and connotations.
Language and structural devices: Too often, I have seen students neglect the inclusion of device names. If you describe a metaphor effect but don't actually state that it is a metaphor - marks lost I'm afraid. Let's not, shall we? Learn your devices for both structure and language. Depending on your exam board (though they are all pretty similar), you may need to include BOTH language and structure in your answer, rather than just one. When this happens, PLEASE make sure you evenly apply both language and structure subject terminology.
A03
Biggest themes in the text: Right, when it comes to themes - investigate! Every single extract that you come across will have themes: love, loss, pain, suffering, joy, family - you name it, it'll have it. Remember, when identifying themes in both texts, you want to make sure they are broader than a swimmers back. By doing it this way, it'll greatly help your ability to answer questions and, understand the text more - win win!
Devices used in the text: In order to sufficiently compare two or more texts (though its usually two), you want to make sure that you are comparing through theme AND device. Identify the structural and linguistic devices that are in both texts and understand the way they've been used - similarly or differently? Analyse the effect of the devices and see how they extend your argument.
Writers intentions: For A03, I encourage you to always consider what the writers intentions are, how they have shown it in the text and, how that compares to the other text. By doing this, you are addressing how the writers 'shape and create meaning' and then, how they apply in each text, and then, how they compare!
A04
Being critical: To be critical includes the following: a) understanding why the writer has used something and to what effect b) in what ways does the writer attempt to create themes and in what ways might we relate them and interpret their implicit meanings c) be critical by incorporating the above and then relating them back to the question and within your argument. The best way to fulfil this part of the A0 is by looking at the key words in the question and incorporating them throughout your argument.
Using textual references: If i’ve said this once i’ve said this a million times - use quotes that HELP your answer, not sway away from it! Choose quotations that will further your argument and support your point. If you just randomly choose quotes that don’t go with what you are saying, you’re making it a whole lot harder for yourself and to even answer the question. Make an easy life for yourself.
Doing a bit of both: Just incorporate these two ideas within your analysis - especially when it comes to comparing texts. ‘Evaluating’ is just considering WHAT the question is asking you and how both texts talk about it. What themes, quotes and devices are used.
And thats it! Read this, re-read this and let it guide you to getting that 9.
