[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-623322-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-623322-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","gcse-english-language-virtual-communities-resource-booklet-published-autumn-2021","GCSE ENGLISH LANGUAGE Virtual communities - Resource booklet - Published: Autumn 2021","","Resource booklet for GCSE English Language and Literature, focused on teaching and learning approaches for virtual communities. Presents threshold concepts drawn from influential authors, mapping them to key ideas such as mythos, catharsis, ethos, mimesis, and phronesis, then contrasts these with assessment objectives. Explores narrative techniques through kernels and satellites (with Macbeth as an example) and through narrative dynamics using gap, summary, scene, dilation, and pause. Includes a structural reading framework applied to The Silk Factory.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gcse-english-language-virtual-communities-resource-booklet-published-autumn-2021/623322/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gcse-english-language-virtual-communities-resource-booklet-published-autumn-2021/623322.png","ImageObject",300,407,{"name":42,"@type":43},"CatatanPagi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What are threshold concepts in GCSE English Language and Literature teaching?","Question",{"text":62,"@type":63},"The booklet lists threshold concepts such as mythos, catharsis, ethos, mimesis, and phronesis, alongside other frameworks including metaphor, pattern and structure, story/narrative, argument, grammar, and context.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do kernels and satellites work using the example from Macbeth?",{"text":67,"@type":63},"A kernel is the pivotal narrative decision (e.g., Macbeth contemplating killing Duncan). Satellites are surrounding details and consequences (e.g., seeing the dagger, the murder occurring off-stage) that shape meaning and impact.",{"name":69,"@type":60,"acceptedAnswer":70},"Which narrative dynamics categories are used to analyze text and story time?",{"text":71,"@type":63},"The booklet uses gap (ellipsis), summary, scene (real time), dilation (stretch), and pause, distinguishing how much text is present relative to story time and how this affects pacing and effect.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},623322,1792590161,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":107,"preview_page_count":4},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","GCSE  \nENGLISH LANGUAGE  \nVirtual communities  \nResource booklet  \nPublished: Autumn 2021  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| Threshold concepts | 4 |\n| Kernels and satellites | 6 |\n| Narrative dynamics | 7 |\n| A detailed structural reading of The Silk Factory | 8 |\n| What are the core skills for success in GCSE English Language and Literature? | 11 |\n| Reports on the exam | 12 |\n| Progression in teaching structure | 13 |\n| Further reading on threshold concepts | 14 |\n\nThreshold concepts  \nWriting on threshold concepts  \nIan Warwick (in his essay Some Key Threshold concepts for English for London Gifted & Talented, [londongt.org](londongt.org)):  \n• mythos (conscious construction of plot)  \n• catharsis (empathy and understanding of character)  \n• ethos (a text’s inherent values)  \n• mimesis (art as a distorted mirror on life)  \n• phronesis (the contextual significance of a text) .  \nDavid Didau (Making Meaning in English (2021):  \n• metaphor  \n• pattern and structure  \n• story/narrative  \n• argument  \n• grammar  \n• context.  \nDavid Didau doesn’t refer to threshold concepts here, but he does refer to these terms in his blog.  \nPaul T. Corrigan (in his article Threshold Concepts in Literary Studies): text, meaning, context, form, reading.  \nAlex Quigley (in his article Designing a new curriculum – what are your ‘big ideas’? for [theconfidentteacher.com](theconfidentteacher.com)):  \n• the role of myth and the storyteller  \n• narrative structure  \n• genre  \n• the concept of power (character relationships, gender, class etc. )  \n• phonic decoding and vocabulary decoding  \n• conscious manipulation of sentence structures for effect  \n• generic writing structures  \n• a recognition and application of complex patterns of language, imagery and plot.  \nThreshold concepts versus assessment objectives  \nFrom the GCSE English Language Specification, Section 4.5, ‘Assessment objectives’  \nFrom the GCSE English Literature Specification, Section 4.2, ‘Assessment objectives’  \nKernels and satellites  \nAn example from Macbeth  \nKernel: Macbeth contemplates killing Duncan  \nAlternatives:  \n• he doesn’t kill Duncan  \n• he gets Lady Macbeth to kill Duncan  \n• he waits for a more opportune time.  \nWhy now? By killing off Duncan at this point in the narrative, Shakespeare:  \n• reveals the ruthlessness of Macbeth  \n• reveals Macbeth’s unnecessary haste  \n• places Macbeth in a vulnerable and suspicious position (“in our house?”)  \n• provides dramatic irony (the scene follows on from the execution of Cawdor) .  \nSatellites within the kernel  \n1. Macbeth sees the dagger, which precedes the murder.  \nImpact: reinforces the supernatural theme; enables Shakespeare to make connections between Macbeth and classical predecessors of equal notoriety; creates a scene of stasis and anticipation which again ramps up the tension.  \n2. The murder occurs off-stage.  \nImpact: this amplifies the horror of the act (it also follows the conventions of Greek tragedy); showing the murder is unnecessary – we already know about Macbeth’s brutality; Shakespeare needs us to sympathise with Macbeth – showing the murder of an ‘innocent’might remove this affective response.  \nNow consider one of the Literature texts that you teach and apply the principle of ‘kernels’ and‘satellites to a particular scene, chapter, or sequence.  \n1. Decide on a particular scene within the narrative that might be characterised as a kernel (for example, Macbeth’s decision to kill Duncan) .  \n2. What are the authorial decisions that the writer could have made at this moment in the narrative?  \n3. What might have been the narrative impact of these alternative decisions?  \n4. What do these alternatives reveal about the reasons why the writer took the path they did?  \n5. What are the satellites within this kernel and what is their narrative impact?  \nNarrative dynamics  \n\n| |  |  |  |\n| --- | --- | --- | --- |\n| Gap (ellipsis) | Fastest | No text/much story time | ‘white space’; new chapters; ","cbCairQUxNHlI98A","https://ap.wps.com/l/cbCairQUxNHlI98A","pdf",885490,16,"English","# Threshold concepts\n## Writing on threshold concepts\n# Threshold concepts versus assessment objectives\n# Kernels and satellites\n## An example from Macbeth\n# Narrative dynamics\n# A detailed structural reading of The Silk Factory\n## Paragraph 1\n## Paragraph 2","[{\"question\":\"What are threshold concepts in GCSE English Language and Literature teaching?\",\"answer\":\"The booklet lists threshold concepts such as mythos, catharsis, ethos, mimesis, and phronesis, alongside other frameworks including metaphor, pattern and structure, story/narrative, argument, grammar, and context.\"},{\"question\":\"How do kernels and satellites work using the example from Macbeth?\",\"answer\":\"A kernel is the pivotal narrative decision (e.g., Macbeth contemplating killing Duncan). Satellites are surrounding details and consequences (e.g., seeing the dagger, the murder occurring off-stage) that shape meaning and impact.\"},{\"question\":\"Which narrative dynamics categories are used to analyze text and story time?\",\"answer\":\"The booklet uses gap (ellipsis), summary, scene (real time), dilation (stretch), and pause, distinguishing how much text is present relative to story time and how this affects pacing and effect.\"}]","GCSE ENGLISH LANGUAGE Virtual communities - Resource booklet - Published: Autumn 2021 | PDF",1792468160]