LGCSE English Language cheat sheet

Comprehension answers must be traceable to a specific line; quote or paraphrase the exact wording rather than recalling general knowledge about the topic.

Question command words set the required scope: 'state' needs one point, 'explain' needs a point plus a reason, 'describe' needs detail without explanation.

For 'in your own words' questions, marks are lost if lifted phrases of three or more consecutive words appear; change word class and sentence structure.

Summary tasks carry two mark types: content points (reading) and quality of writing (concision, own words, focus). Both must be earned.

A summary should identify the stated focus in the question (e.g. benefits, dangers, reasons) and exclude material outside that focus even if it is true.

Inference answers require a claim plus textual evidence; a plausible guess with no supporting quotation earns nothing.

Track implicit meaning through contrast: what a writer chooses not to say, or what other characters assume, often carries the inference mark.

When a question gives a line range, marks are only available inside it; answers drawn from elsewhere in the passage are not credited.

For 'what impression does the writer create of X', collect three or four separate details, not one detail restated in different words.

Language analysis requires three moves: name the technique, quote the exact words, then explain the effect on the reader in context.

Word-class naming matters: verb, adjective, adverb, noun, and abstract versus concrete noun are distinct analytical labels.

Figurative terms to identify precisely: simile (like/as), metaphor (direct comparison), personification, hyperbole, oxymoron, pathetic fallacy.

Sound devices (alliteration, sibilance, onomatopoeia, assonance) must be linked to meaning, not merely spotted.

Sentence-structure terms: simple, compound, complex, minor sentence, declarative, interrogative, imperative, exclamatory.

Structural features operate at whole-text level: opening, shift or turning point, repetition, cyclical ending, zoom-in/zoom-out, juxtaposition, paragraph length.

Comment on the effect of a single word by exploring its connotations and its contrast with surrounding word choices.

When analysing structure, comment on the order of information and what the reader knows at each point, not just the length of sentences.

Avoid feature-spotting lists: one technique explained fully scores higher than four named and unexplained.

Evaluation answers must judge how far a statement is true, weighing evidence for and against before reaching a verdict.

Distinguish fact from opinion: facts are verifiable, opinions contain evaluative words, and both can be used persuasively.

Identify the writer's overall viewpoint and the tone used to convey it: sarcastic, indignant, measured, mocking, sympathetic.

Persuasive and rhetorical devices to name: direct address, rhetorical question, rule of three, anecdote, statistic, expert reference, emotive lexis, inclusive 'we'.

Bias is shown by selection and omission: note which counter-arguments are absent or dismissed.

A critical response should assess the strength of reasoning, not just the presence of devices; weak generalisation is a valid criticism.

Text pairs require comparison of viewpoint and method, using connectives such as 'whereas', 'similarly', 'in contrast'.

When asked 'how does the writer try to make you feel...', the answer must name the intended emotion and the technique producing it.

Quoting the headline, subheading, or caption is legitimate evidence for viewpoint in multimodal texts.

Transactional forms each carry conventions: letter (address, salutation, sign-off), article (headline, byline), speech (greeting, direct address, closing thanks), leaflet (subheadings, bullet points), review (verdict, criteria).

Audience determines register: a letter to a headteacher uses formal address and no slang; a blog for peers allows contractions and direct address.

Purpose must be visible in the opening paragraph: argue, persuade, advise, inform, or review, and signalled again in the conclusion.

Persuasive structure: hook, clear thesis, three developed arguments with evidence or anecdote, counter-argument rebutted, call to action.

Paragraphing should follow the argument, with a one-sentence paragraph reserved for emphasis at a turning point.

Discourse markers to deploy: 'furthermore', 'however', 'consequently', 'on the other hand', 'ultimately'.

Rhetorical questions should be answered within the text; an unanswered string of them reads as empty.

Formality markers: avoid contractions, slang, and exclamation marks in formal letters; use them deliberately in speeches and reviews.

A strong transactional close returns to the opening image or thesis and issues a direct appeal to the named audience.

Show, don't tell: replace 'she was nervous' with physical detail such as shaking hands, shallow breathing, or a repeated action.

Sensory range: aim for at least three senses across a description, not sight alone.

Figurative language must be original; clichés such as 'as white as snow' or 'heart of gold' weaken the mark.

Sentence variety for effect: a short minor sentence after a long complex one creates pace and emphasis.

Narrative structure options: linear, in medias res (opening mid-action), flashback, or cyclical ending returning to the opening image.

Dialogue must be punctuated correctly and should advance plot or reveal character; new speaker, new line.

Consistent tense and narrative voice (first or third person) are baseline requirements; slips are penalised under technical accuracy.

Descriptive openings work best with a specific place and moment rather than a general statement about the weather or the day.

A planned ending that echoes the opening image gives a sense of structural control to the examiner.

Comma splice: two independent clauses joined by a comma alone is an error; use a full stop, semicolon, or conjunction.

Semicolon joins two closely related independent clauses; colon introduces a list, explanation, or quotation.

Apostrophes: omission (don't, it's = it is) versus possession (the girl's bag, the girls' bags); 'its' is possessive with no apostrophe.

Speech punctuation: comma before the closing inverted comma when a reporting clause follows, and the full stop sits inside the speech marks.

Subject-verb agreement traps: collective nouns, 'each/every', and phrases between subject and verb ('the box of tools is').

Common confusions: their/there/they're, your/you're, affect (verb)/effect (noun), practice (noun)/practise (verb), loose/lose.

Sentence fragments and run-ons are the most heavily penalised errors; check each sentence has a subject and a finite verb.

Vocabulary upgrade: replace 'very good' with 'exemplary', 'very bad' with 'deplorable', 'said' with 'retorted', 'insisted', 'muttered' where accurate.

Spelling of high-frequency errors: separate, definitely, necessary, occurred, receive, embarrassed, accommodation, conscience.