A-level English Language - Hub School Network Meeting - Worksheets - Published Spring 2020

Oct 20, 2026

A set of A-level English Language hub school network meeting worksheets focused on exam-ready analysis of language features in Text A: Katie Edwards, “Gerraway with accentism – I’m proud to speak Yorkshire”. The materials cover sentence and clause structure analysis, transforming structures to reveal what is highlighted, punctuating quotations and interpreting effects, and strengthening AO2 linking and signposting. Activities include worked examples and guided questions for improving student responses to Paper 2 Q3.

LanguageEnglish

CategoryExam

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Worksheet 1: Sentence structure analysis

Worksheet 2: Changing structures

Worksheet 3: Playing with punctuation

Worksheet 4: Linking AO2

Worksheet 5: Presenting new ideas

Worksheet 6: Signposting AO2

Worksheet 7a: Getting the balance right

Worksheet 7b: Annotated student response

Text A: Katie Edwards, ‘Gerraway with accentism – I’m proud to speak Yorkshire’

A-level ENGLISH LANGUAGE Hub school network meeting Worksheets Published: Spring 2020 Contents | Contents | Page | | --- | --- | | Worksheet 1: Sentence structure analysis | 4 | | Worksheet 2: Changing structures | 6 | | Worksheet 3: Playing with punctuation | 8 | | Worksheet 4: Linking AO2 | 9 | | Worksheet 5: Presenting new ideas | 11 | | Worksheet 6: Signposting AO2 | 12 | | Worksheet 7a: Getting the balance right | 13 | | Worksheet 7b: Annotated student response | 16 | | Text A: Katie Edwards, ‘Gerraway with accentism – I’m proud to speak Yorkshire’ | 19 | Worksheet 1 : Sentence structure analysis Analysis of clause structures is often an indicator of a high-level answer. However, students who‘feature spot’ frequently neglect to focus on either the impact of the identified structure on the reader, or how the clause structures draw attention to particular words/phrases. Often, this is where the most fruitful analysis lies: ‘Many students did not look at sentence and clause features. Of those who did, not all were able to use such descriptions to explore how the texts were conveying meanings and representations.’ Report on the exam, 2019 First, practise identifying sentence structures by completing the table below. | Clause/Sentence type | Example from the text | | --- | --- | | Minor sentence: a stand-alone subordinate clause | | | Simple: one main clause | | | Compound: two main clauses joined by a co-ordinating conjunction or semi-colon | | | Complex: one main clause and (at least) one subordinating/ dependent clause | | | Compound-complex: at least two main clauses, plus at least one subordinate clause | | Now, compare these extracts from two student responses to Paper 2 Q3, June 2019 : ‘Analyse how language is used in Text A and Text B to present views about accents.’ Both students attempted to consider the use of a ‘main clause’ or ‘simple sentence’. How effectively does each student ‘use such descriptions to explore how the texts were conveying meanings and representations’? What advice could you give to each student to improve? Example responses to Paper 2 Q3, June 2019 Student A Student B Worksheet 2 : Changing structures The examples which follow use Text A, ‘Gerraway with accentism – I’m proud to speak Yorkshire’ by Katie Edwards ( page 19) . One way to consider why the author has chosen a clausal structure is to change it. What is now being highlighted, that was perhaps ‘hidden’ before? What does this tell you about the writer’s views, or the way the subject matter is being represented? Remember, in an exam answer it is essential that you analyse the writer’s original choices. Worked example: Complex sentence | Original text (Text A) | Rearranged structure | | --- | --- | | Despite attempts to stamp it out at school and in the workplace, my dialect is alive, kicking and bloody gorgeous. | My dialect is alive, kicking and bloody gorgeous, despite attempts to stamp it out at school and in the workplace. | | Attention is drawn to: | Attention is drawn to: | | Verb: ‘stamp’
Nouns: ‘school’, ‘workplace’ | Personal pronoun: ‘my’
Adjective triple: ‘alive, kicking, [and bloody] gorgeous’ | | Effect of original structure | | | The subordinate clause at the front of the sentence places the emphasis on the negative presentation of the threats to the dialect. The verb ‘stamp’ implies an abuse of power: a threatening force against a vulnerable dialect. This is heightened by the personification of the dialect itself as‘alive,’ implying it is working hard to save itself. By giving the dialect the main clause, Edwards subtly underpins her belief in its strength. This is further highlighted through the first person possessive pronoun ‘my,’ showing she is proud to claim ownership. | | Worked example: Compound sentence | Original text (Text A) | Rearranged structure | | --- | --- | | I was told time and again that it is disappearing:“true” Yorkshire English is scar

FAQs

How do the worksheets help students analyse sentence and clause structures?

They guide students to identify clause/sentence types and focus on how structure influences meaning and representations. Students practise using descriptions of structures to support analysis.

Why are students asked to change clausal structures in Worksheet 2?

Changing the structure makes the author’s emphasis more visible, helping students explain what is highlighted and how it reflects the writer’s views or representation of the subject matter.

What is the purpose of Worksheet 3’s punctuation tasks?

Students add punctuation back to quotations and then consider what attention their choices draw to. They use that effect to infer the writer’s views and the representation of the topic.

Oct 20, 2026

Uploaded by anakgang17