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OCR GCSE Eng Lang J351/02 Exploring Effects and Impact: Writing Scheme

aborland | Thursday October 08, 2015

Categories: KS4, OCR GCSE, OCR GCSE English Language 2015, J351 Component 02: Exploring Effects and Impact, J351 Component 02: Exploring Effects and Impact Schemes, Hot Entries, Writing, Analytical Writing, Comparative Analysis, Language, Punctuation & Grammar, Narrative Writing, Textual Analysis

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  1. OCR GCSE Eng Lang J351/02 Exploring Effects and Impact: Reading Scheme
  2. OCR GCSE Eng Lang J351/02 Exploring Effects and Impact: Writing Scheme
  3. OCR GCSE English Language Component J351/02: Exploring Effects and Impact Assessment Pack

Associated Resources

  • OCR Eng Lang J35102 Writing Genres.docx
  • OCR Eng Lang J35102 Oliver Twist Sentences.docx
  • OCR Eng Lang J35102 Creative Pairings.docx

Note: this should be used in conjunction with the companion scheme of work OCR GCSE Eng Lang J351/02 Exploring Effects and Impact: Reading Scheme

See the OCR Specimen Assessment Materials on the OCR website for question papers, mark scheme and exemplars.

What is Assessed

Section A: Reading

Reading Exploring Effects and Impact (component 02) focuses on reading literary prose texts and creative writing.

Candidates will be asked to read extracts from two unseen literary prose fiction texts from the 20th & 21st centuries, one text may be literary non-fiction. There will not be a 19th century text in component 02.

Section B: Writing

Learners write one piece of original creative writing.

For the purposes of this scheme of work the extracts are taken from two of the set texts for OCR English Literature Never Let Me Go and Anita and Me.

This is to encourage cross fertilisation between the two specifications and facilitate economies of time.


Learners produce imaginative, original texts in a range of forms, for example, short stories and autobiographical writing. They use narrative techniques identified from their wide reading of prose fiction texts to achieve deliberate effects in their own writing.

Learners explore how vocabulary and grammatical features can be used to achieve particular effects. They develop skills to adapt their writing for different purposes and contexts.

Learners apply their knowledge and understanding of linguistic and literary conventions to create impact in their own writing.

Learners should be able to:

  • organize and structure ideas in narrative writing to create deliberate effects
  • maintain a consistent viewpoint across a piece of writing, making conscious decisions, for example, about narrative point of view
  • make considered choices of vocabulary and grammar to create different effects
  • use the knowledge gained from wide reading of prose fiction and literary non-fiction to inform language choices and techniques.
  • use language creatively and imaginatively
  • adapt tone, style and register as appropriate
  • select and emphasise key ideas to create meaning and influence readers
  • use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

How it is Assessed

There is a two hour examination paper worth eighty marks in total: Section A, Reading 40; Section B, Writing 40.

In section A, candidates will read and respond to two unseen authentic prose fiction texts or prose fiction and literary non-fiction text. Both texts will be 20th or 21st century.

In Section B, candidates are asked to choose one topic from the two that are offered to produce a piece of extended writing. There are 24 marks for content and 16 for technical accuracy, as given below.

Assessment Objectives (Writing)


  • 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.


Candidates must use a range of vocabulary and sentence structure for clarity, purpose and effect, with accurate spelling and punctuation.

Lesson One

Learning Objective

  • To explore our attitudes towards writing and to understand how to use reading to refine our writing.


Give pupils a piece of paper. They should each draw an image that sums up how they feel about writing. Hold up the papers for all to see and discuss what emotions writing evokes for the class!

You can also draw your own picture to encourage discussion.


Teacher led Q & A: What makes a good piece of writing under examination conditions?

Is it different to writing for pleasure or with no time restrictions?

Teacher’s Note: A good piece of writing is one that fulfils the band descriptors to or past the limit of your potential: ambition is a very important part of what is assessed.

How can the examination help you to do your best?

The writing you produce in the examination will be completely confidential: you can write about a range of issues you might not choose to do in class with complete confidence that the secondary (or even primary) audience will be the examiner, dependent on whether the task prescribes an audience.

How much time should I allow for it?

You have two hours for the examination as a whole. All candidates should have spent at least ten minutes studying the passages for reading. You may well have, perfectly properly, spent another hour on answering the reading questions. This means that you might have between 45 and 50 minutes to produce your writing.

This is perfectly sufficient to show the examiner what you can do at your very best!


Remind pupils of the four passages from two texts (Syal and Ishiguro) that were studied for the Reading Unit. Pupils should decide which one they found the most powerful i.e. had the strongest and most effective impact on them. Why was that and which aspects of the writer’s craft delivered it?

Can pupils remember a single line, phrase or image from the texts? If they can, this is a sign that it struck a chord with them. What was it?

Differentiation: you may allow less able, less confident pupils to refresh their memories by skimming over the texts.

Work individually on the passage (or segment of the passage) that most appealed to you. Make sure you can answer the following prompts with an example from the text:

  • What engaged your interest about what happens?
  • What are the features the narrative voice (i.e. that of the storyteller)?
  • And how does the narrator present other characters and the way they speak?
  • What do you notice about the use of description? Is there more than visual imagery? If so which other senses are appealed to and how?
  • What comparisons (similes and/or metaphors) are used and what is their effect?
  • What other striking uses of language are there?

Remind pupils of the evaluation skills they have worked on in the Reading unit - this can help them to answer these questions.


In pairs discuss your findings: where do you agree: where did you differ?

Feed this back to the class via the teacher and record your conclusions. The importance of learning about writing from reading should be stressed throughout.

Lesson Two

Learning Objective

  • To understand the impact of genre on writing (AO5)


What types of writing do you think these images represent?

Teacher Note: 1= persuade/ 2 =describe/ 3= reflective or memory/ 4= narrative/ 5= argue

Give pupils 30 seconds to list what they expect to see in a piece of writing for each style.


See resource OCR Eng Lang J35102 Writing Genres.docx in Associated Resources. You could use the three-step reading strategy from the Reading Unit here; repetition of exam style reading is essential. Consider: What ‘ingredients’ make these genres what they are?

Pupils to identify at least three ‘ingredients’ from each piece that they believe defines or classifies it as that genre. They can refer to their notes from the starter activity to help.


Now consider their:

  • TAP (text type, Audience, Purpose)
  • Tone
  • Vocabulary & sentence structure
  • Extension: Structure and anything else that is striking or interesting.

Remember that each of the three genres will overlap in each extract. This can be done singly; in groups of three with one learner to each passage, or in larger groups of three or four, with one passage each.

Differentiation: less able may benefit from mixed ability groupings.

Teacher’s note: Some simple points to work towards and establish might be:


Austen: to introduce some big ideas: money aka “fortune”; marriage; social ambition and differing attitudes to these. Then to introduce two very different characters who articulate the contrasts.

Bronte: to introduce Rochester “Master” of Thornfield Hall: and to consolidate the reader’s picture of Jane, our narrator and heroine.

Wells: to shock and horrify by introducing an alternative and grotesque living creature.


Austen: is unmistakably reflective: ironic, detached and impersonal. The narrator stands right back behind the characters and we are left to form our own judgements. The tone of voice of Mr. & Mrs. Bennet contrasts in many ways.

Bronte: dramatic and breathless: a vigorous recounting of what will be seen as an important incident. The narrative tells us as much about the speaker as anything else via the paradoxically excited but apprehensive, forward but retiring behaviour which is described.

Wells: combines a sense of horror and personal distress with a detached “journalistic” documentary account of the Martian.


Austen: narrator’s introduction followed by a (very) one sided conversation: a popular writing style.

Bronte: by contrast the dialogue is incidental and subservient to drama of the narrative, which unfolds. Clear sense of nature dominating man to start: which is reversed by the end.

Wells: impassioned personal response bookends the more objective “scientific” account of the creature.

Vocabulary and Sentence Structure

Austen: there is some archaic vocabulary, which is deliberately used to emphasise a culture and society with different values and attitudes to our own. In the dialogue there are very marked contrasts between the florid and the dour, short and long sentence structures.

Bronte: exceptionally vigorous use of verbs and adverbs to pile up the drama. A wide variety of sounds are evoked thereby. Again sentence lengths are varied for effect.

Wells: again, a wide variety and intensity of verbs, adverbs and adjectives. A wide range of sentence lengths and structures build up to the listed climax. Look especially at the comma use here.

Other issues

Austen: very conscious use of “made up” names: ‘Bingley’ (who is from northern England) and ‘Netherfield’ both have clear suggestions attached to them.

Bronte: the excitement and drama of the narrative emphasis rather than conceal a striking and challenging set of attitudes in the speaker. When did you last “obey” a dog?

Wells: uses a series of striking contrasts between what is familiar and unfamiliar, personal and objective.


Think back to today’s starter… pupils to create a freeze frame that they think sums up one genre of writing that was looked at in today’s lesson. Can the group guess what it is and why?

Make sure that all these different aspects of writing have been organized and recorded in notebook / files and have been clearly understood.

Lesson Three

Learning Objective

  • To explore our potential for creative and engaging writing (AO5)


Choose one of the following writing prompts:



Now pairs must come up with a 30 second narrative with that theme. It must also include the following ingredients: a rabbit, pyjama bottoms, a BMW, the sun.

Who can come up with the most inventive story?! Share and discuss the need for imagination and confidence in the exam.


Display the following picture:

Discuss: what would be a really ‘obvious’ story associated with this picture (for example, man in a rush to get to a job interview, crashes and loses the job)?  What would be an unusual and original story based on this picture (for example, it’s used as a metaphor for a new parent whose child has ‘crashed’ into their lives and changed their world).

Award a prize for the most engaging story. Use different images to challenge the class.

Explain: in the exam, you won’t get a picture to write about. This task serves to explore pupils’ potential for original thought and to encourage them to test boundaries.


Think back to last lesson’s work on genre. Can pupils think of a piece of writing based on the image above for these different genres:

  • Persuade (i.e. persuade people to...

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