Yuki – Year 9 (Analysis Extract)

The author presents the theme of violence as something that everyone is capable of, even kind and empathetic people like Violet. This is explored through the culture of the rider’s house, where characters justify killing and injuring others to reach their goals and survive. For example the character, Jack Barlowe, is presented as a really hostile character who has tried to kill Violet countless times just because she was weaker than most Riders – he attempts to remove what he perceives as the weakest link. Another example could be Amber, who helped a group of unbonded Riders get into Violet’s room when she was asleep to kill her just because Amber didn’t like that Violet was weak. I think the author had emphasised on the theme of violence in this story to prove to everyone that if people really want something, they will do anything to reach that goal.  

Jin Chen – Year 11 (Anslysis Extract)

The writer structured the text to engage the reader by initially focusing on Ugwu’s anticipation and his aunt’s reassurances. At the beginning, the description of Ugwu’s thoughts—how he imagines his new life away from the village and his doubts about eating meat every day—draws readers into his inner world. This use of direct speech and intimate details emphasises his youthful optimism and naivety.

However, as the narrative progresses, the focus shifts to the physical environment of the city, with vivid imagery of the smooth streets and colorful bungalows. This change highlights Ugwu’s awe and wonder at his new surroundings, contrasting sharply with his humble origins. The detailed descriptions, such as the hedges “trimmed so flat” and the “sweet, heady” scent of flowers, create a sensory experience for the reader, immersing them in Ugwu’s perspective.

Additionally, the dialogue between Ugwu and his aunt serves as a structural feature that conveys his nervousness and eagerness to please. The repeated instruction to respond with “Yes, sah!” underscores the power dynamics at play and foreshadows Ugwu’s new role in this unfamiliar world. This repetition also reinforces his desire to adapt quickly, heightening the reader’s investment in his journey.

Ultimately, this structural approach not only captures Ugwu’s emotional landscape but also reflects the broader themes of change and aspiration within the narrative.

Jason – Year 11 (Language Analysis Extract)

The text, which depicts a zebra being threatened by a large hyena, is structured so the reader asks multiple questions which go unanswered, leaving the reader in the dark. This in turn amplifies the tense atmosphere of the scene for the reader.  The writer opens by introducing a “hyena” without context, and further builds on the mystery by mentioning an unknown speaker who is “worried” about it. This alludes to an unexplained danger, forcing the narrator to remember an unexplained  lesson their father taught them, emphasising that they have not “forgotten fathers words.” Readers are immediately drawn into the story in the hopes of discovering the context and history of this narrative – questions are raised, and they MUST be answered. 

Kate – Year 8 (Analysis extract)

In this extract, the writer explains how music is essential for studying. The writer uses an anecdote to present the idea of music being vital for working or being creative. She details a personal experience on how “beautifully written sources” may end her writer’s block by giving her “creative energies” that will “flow through her. This gives the sense that music is a source of creativity for her studies, helping her generate ideas. This arguably gives the impression that without music, she would struggle to complete her work, as she would have no inspiration.

In the extract, the author also uses the experiences of other people she knows to further enhance this idea. She explained how a friend of hers would add music to a playlist when it ‘resonated that much with her’ and how she was going to listen to the ‘songs that at one point in her life meant something to her after she graduated’. The phrase ‘meant something to her’ uses the verb ‘meant’ to highlight that the music has a deep consequence for her, one of meaning. It conveys howw music is important to people, not only for studying, but also for later life, as we can tell because of the phrase ‘after she graduated.’ This creates the sense that music is, for her, an important part of her life. This arguably gives the impression that without music, she would feel like she is missing a part of her life.

Jacky – Year 6 (story Extract)

Something clicked in Rough, why did he have to run, why? Was it his destiny to be a coward? WHY! A bonfire started in Rough’s heart, raging, burning, flaring fire leapt across his mind. “WHY!!!” His voice trembled a he yelled these words shocking everyone around him spikes of steel jutted out of his gravelly body revealing a steely body under the cloak of gravel. Power coursed through him as his anger burst to its max and the metal exterior of his body turned an unbearable heat, tendrils of smoke curled around Rough’s new molten body. White hot flames spurted out of his body lashing and burning the ground. He began to panic as drips of steel began to form a puddle on the ground . His body was burning inside the metallic

Figuring things out: we, along with rough, must understand what has happened.

He felt heavy, for his body had amassed the weight of ten Gods. Eyes watched as Rough melted from within, the shiny new shell collapsing under decade old emotions.

Ethan – Year 8 (Article Summary Extract)

In the article, the gang members control their victims by owning their accommodation and having access to their addresses, allowing them to “surveil” their victims. This was why they were able to force the victims to work unholy hours. Furthermore, the gang leaders had friends all over town who threatened the workers if they tried to escape to the Czech Republic or call for help.

Another way that the gang had control of the victims was by controlling their finances. By having the victims’ wages paid into one account, they could give them an almost non-existent “allowance.” This was barely enough to buy food and the most basic living utilities, making them forced to rely on the gang members so they wouldn’t starve.

Henry – Year 8 (Story structure analysis)

The scene continues with a peaceful moment between the two lovers shifting into a dramatic and confused one. The viewer is experiencing a stranger who interrupts the two lovers as he comes out of a portal. The urgency and speed with which the mood changes creates a sense of suspicion and worry as the viewer watches the action. The setting of a nice day in the park changes into a dark, ancient building where the strangers are explaining the fate of the universe of one of the lovers. The director does this to mimic the reader’s emotions of wanting and being dark. Conveys that this is an unfamiliar area. Adds dramatic effect to make them watch more. This shift creates a sense of confusion and makes the reader lost as they don’t know what is going on. In addition, the director’s different effects make the story more clear and they can visualize it.

Gavin – Year 10 (Summary of three articles)

Kelsie Grieg, the first woman to qualify for the Call of Duty Challengers Elite tournament, has spoken about the difficulties she faced breaking into the male-dominated world of esports. According to esportearnings.com, no female players rank in the top 400 earners and only a tiny fraction of the millions won in competitions goes to women. Grieg got into gaming after an injury put an end to her football career, and despite facing discrimination, she has become a role model for other women who “struggle with confidence” in the industry. She says esports has helped with her confidence and encourages others to realise its potential as a career path – anything is possible.

David Redfern has been found guilty of murdering 71-year-old Margaret Barnes, who mistakenly entered his home in Barmouth, Wales, thinking it was a B&B. Redfern dragged her downstairs by her ankles and kicked and stamped on her, causing extensive internal bleeding and numerous “broken ribs”, resulting in her death. Redfern claimed he had thrown her out of the house and had not intended to kill her – so he claims anyway. However, the jury found him guilty after deliberating for 15 hours. Redfern has been told to expect a life sentence, with the minimum time to be decided.

Key figures in the field of artificial intelligence, Elon Musk and Steve Wozniak, have signed an open letter to request a temporary stop in the production and training of AI systems. The letter warns that the race to develop ever more sophisticated AI systems now poses a threat to humanity. AI needs to be developed with care, however AI labs are producing dangerous AI that even the creators cannot control. The Future of Life Institute believes that their mission is to “steer transformative technologies away from extreme, large-scale risks and towards benefiting life”. This letter requests a half to the creation of AI for at least 6 months – preferably longer.

James – Year 5 (Short chapter summary)

In ‘The Hunger Games’ book, at the start, it talks about when Katniss Everdeen wakes up, sees her sister, and then goes hunting. The area where she lives is District 12, and she has experience hunting.

She sees Gale, and they talk about each other’s lives. Lastly, her mother and Prim go to the prom in the town square where the reaping is happening. The mayor gives a speech and provides the history of the Hunger Games. Then Prim goes on stage and talks about her life. Then Katniss wakes up and is escorted to a mining place. Analysis Gives information about our characters and their experiences

Oliver – Year 5 (Fortnite Haters Unite)

Dear Fortnite Fans,

I am writing this letter to express my disdain for the game that has captured the attention of millions of people worldwide – Fortnite. I cannot understand the hype around this game and the obsession that people have developed for it. In my opinion, Fortnite is nothing more than a waste of time and a bad influence on today’s youth. GRRRRRRRRRRR AHHHHHHHHHH SSSTTTOOOPPPPPPP

Firstly, I find the graphics of Fortnite to be quite childish and unrealistic. The characters resemble cartoon characters, which to me, is a complete turn off. Secondly, the gameplay is repetitive and lacks any real challenge. It’s just a mindless shooting game that encourages players to waste hours of their time.

Moreover, the game is notorious for its in-game purchases that promote a pay-to-win mentality. This only adds to the addiction factor, making players spend more and more money on the game. It’s a shame to see people getting sucked into this never-ending cycle.

Finally, I find the impact of Fortnite on society to be quite concerning. Children are spending countless hours on this game, neglecting their studies and physical activities. It promotes a sedentary lifestyle, which is detrimental to one’s health.

In conclusion, I urge people to find better ways to spend their time and not get sucked into the Fortnite craze. There are plenty of other activities that are more productive and beneficial to one’s well-being. Let’s prioritize our time and energy towards something more meaningful.

Sincerely,

Someone who hates Fortnite.

Kate – Year 8 (Analysis of Non-fiction text)

In this extract, the writer explains how music is essential for studying. The writer uses an anecdote to present the idea of music being vital for working or being creative. She details a personal experience on how “beautifully written sources” may end her writer’s block by giving her “creative energies” that will “flow through her. This gives the sense that music is a source of creativity for her studies, helping her generate ideas. This arguably gives the impression that without music, she would struggle to complete her work, as she would have no inspiration.

In the extract, the author also uses the experiences of other people she knows to further enhance this idea. She explained how a friend of hers would add music to a playlist when it ‘resonated that much with her’ and how she was going to listen to the ‘songs that at one point in her life meant something to her after she graduated’. The phrase ‘meant something to her’ uses the verb ‘meant’ to highlight that the music has a deep consequence for her, one of meaning. It conveys howw music is important to people, not only for studying, but also for later life, as we can tell because of the phrase ‘after she graduated.’ This creates the sense that music is, for her, an important part of her life. This arguably gives the impression that without music, she would feel like she is missing a part of her life.

In the extract, the writer also uses the semantic field of ‘memory’ to present music as nostalgic and essential to remembering moments and enjoying them. The phrases ‘listen back,’ ‘unlock memories’ and ‘childhood’ create a feeling of memories being recollected. This creates the sense that through music, her childhood and past are being recalled. This arguably gives the impression that without music, she would feel like she couldn’t look back on or reminisce about her memories.

Joy – Year 10 (An analysis of her favourite book)

Throughout this extract of “One of us is lying” Bronwyn uses her piano playing as a way of confessing,“The notes grow harsh, verging on discordant” This highlights her experience of playing parts of the piece, but maybe emphasises how she finds her experience of Simon’s death and hiding the fact that she was the one who murdered Simon.  She is confessing that she might’ve killed Simon Kelleher, but indirectly conveys this through her piano playing and not her words. The adjectives ‘harsh’ and ‘angry’ connote her feelings towards Simon throughout the extract and the song is dedicated towards her feelings for him—her opinion of him. The author articulates how high school students run away from their problems and refuse to face  those issues sensibly . For example, how Bronwyn runs away from the case of Simon and instead conveys her feelings through music and not words, which links to the theme of youth and how they escape their problems and ignore them. 

Zeena – Year 9 (Non-fiction analysis)

In source A ,the writer writes about their boat was a rowboat for racing and only meant to hold 2, however in source B, the boat is big and built for travelling with lots of people. Fogle describes their journey on their row boat in source A and it was very easily toppled over by waves and struggled with the currents and had to be extra cautious, whereas in source B, Hudson talks about how they are going through a storm and a “tremendous tumult of waters” and are able to handle more dangerous sized waves without much consequences.

The boat in source A ,the boat seems more reliable and safe because it is a ‘modern and ‘brand spanking new’ boat, The boat is also highly recommended by experts and the organiser, suggesting it is very safe because the experts and organisers would obviously have to understand the conditions and quality to recommend it. It also had self-righting technology in the case of capsizing emergencies. However, in source B, the boat seems much more sketchy and is also described as a “tumbling storm-shaken old steamship” ,which has connotation of it being unreliable, unsafe and not very modern. It seems it is not in very good because it was churning and made terrible sounds and the engine was “throbbing like an overworked human heart” , which would mean it’s been used alot.

Kingsley – Year 9 (Video Analysis and Structure Practice)

The writer structured the text to engage the reader by initially focusing on Tony and Pepper having a romantic talk in the park, which creates a sense of intimacy. This talk builds up chemistry between the characters and as they grow closer, which encourages the reader to care about them more as they empathise with their bond.  At the beginning, we see them having an argument about having children,  where Pepper is saying Tony is making bad choices if they were to have a kid. This emphasises the tension between the two, which makes the reader think about their future.

Silvia – Year 7 (Article Summary)

In the article, about ‘20%’ of people don’t read the label on their supplement. This may, and most likely, would lead to overdosing because it is important to understand what to do and how to do it just to stay safe. This suggests that there is a risk of incorrect consumption that may lead to health issues. 

Another reason the article discusses is that people can also weigh the caffeine wrong too. Individuals may weigh the dose of caffeine incorrectly, for example, between the range of ‘60 milligrams to 200 milligrams using a scale that had a weighing range of 2G-5000g’. This means they were getting 60 to 200 grams, or maybe more, of caffeine in their coffee, which is about an average of caffeine in 200 cups of coffee. The danger is that it gives you anxiety, sleeplessness and diabetes.

Researchers also found that many consumers have limited or no knowledge of caffeine in food supplements. This means that they would overdose as they don’t know the amount of caffeine they need. Normally, 400mg of caffeine per day wouldn’t cause adverse effects for adults, but for pregnant women, they’d limit it to 200mg. If you do more, it could cause stronger and aggressive effects that may damage or even kill you. Because people have limited understanding, they put themselves at risk due to incorrect usage. 

Chensy – Year 11 (GCSE Analysis)

In both text A and B both writers portray their bad experiences. In source A, Deborah Orr portrays their school experience as a time where they faced a lot of jealousy and criticism. On the other hand Adeline Yen Mah conveys her home experience as ‘foreboding’.

In text A ‘Motherwell,’ Deborah Orr shows her experiences about school environment where her classmates were jealous of her achievements. She uses the adjective ‘bitter’ to connote that her classmates were cruel and hated her because of her success, which highlights her bad experience at school. It suggests that she worked in a competitive environment where many felt inferior if they failed to win. Her classmates also made her feel like an ‘unworthy winner.’ The oxymoron ‘unworthy winner’ is contradictory because the noun ‘winner’ denotes a person who has worked hard to beat or overcome other individuals. Where as, the adjective ‘unworthy’ denotes that the person does not deserve anything. This conveys that her classmates undermined her success, by suggesting she deserved nothing – that she has stolen from the deserving. Deborah Orr also thought that her classmate ‘Win’ wanted to ‘knock her (me) off her (my) pedestal.’ The noun ‘pedestal’ connotates being higher achieving and ‘above’ others. The verb ‘knock’ enforces the idea that her classmates were jealous of her achievements and also contradicts the normal actions of peoples achievements when they usually congratulate them. 

Similarly in text B ‘Chinese Cinderella’ Adeline Yen Mah also faced toxic environment in her house. She wrote the she was ‘full of foreboding’ when her chauffeur called her down to take her back to her house. The noun ‘foreboding’ suggests she doesnt want to go back to her home. This is contradictory as a home is supposed to make you feel safe however Adeline felt ‘foreboding.’ The present progressive noun conveys that she continuously felt this throughout the entire ride there. Adeline Yen Mah was similarly ‘put down’ when she asked her father if she could study literature to be a writer. Her father ‘scoffed’ at her and called her Chinese ‘elementary.’ The verb ‘scoffed’ conveys the disbelief that Adaline’s father had when he heard her. The readers had no more speeches from Adeline as she ‘did not wish to contradict him,’ this connotes the lack of confidence Adaline has in front of her father conveying a toxic home environment. 

In both texts, both writers were put down for being a woman and has a life already set for them by others. In text A, Deborah was instantly given two options of ‘nursing or teaching’ showing the norms of society for women back in 1960’s. The conjunction ‘or’ connotes the limited options women had suggesting Deborah was suppressed from her true potentials. She was also ‘forbid’ from going away to a university and had to take the one her mother chose. The verb ‘forbid’ enforces the limitations she had. Similarly in text B Adeline had a career path already chosen for her as a ‘obstretics’, however unlike Deborah she was allowed to study in the university of her wish and called being able to study in England as a ‘bliss’ conveying how little her father agrees with her requests. 

In both texts, both writers use first person perspective to show their own experiences and make it more personal. In text A, Deborah uses it to show her thoughts and feeling making the reader have a closer understanding of Deborah. Similarly in text B, Adeline uses first person perspective and internal monolouge instead of speaking out loud. This conveys that she is afraid of taking over her father. She also uses internal monolouge to convey her doubts of winning with consecutive questions suggest her lack of confidence in winning.

Alex – Year 9 (GCSE Practice Analysis)

One thing the author dislikes about assassin movies is that they dislike the acting script, where the assassin is skilled but gullible As“they kind of have to be about the downfall of the assassin”.  They dislike this as once they are caught “they are immediately less cool” they are made ‘less cool’ as they have been caught, showing that they are not as skilled as the viewers would have thought, which makes them feel disappointed as the characters fail and we dislike that. 

The other thing the author dislikes abbott the movie is how it skips through the scenes he likes and rushes to the more “boring and rubbish bit” which is mainly just talking and none of the “cool kills”. He also dislikes how the assassins “run into an obvious trap because they used a voice recording of his wife” which he finds ‘lame’. 

The author prefers ‘The Day of the Jackal’ as it avoids all of his disliked parts about other assassin movies as the killer in The Day of the Jackal is never caught and he is liked for not failing and being caught portraying him as a cool assassin you are meant to like. 

Kevin – Year 11 (Article Summary Start)

In both sources, both writers have a different opinion about places they have visited. For example in source a, the writer shows how blackpool is the best tourist destination as ‘it never stops being amazing – attracts  more visitors every year than Greece and has more holiday beds than the whole of Portugal.’ This shows blackpool is one of the most popular place to go. Furthermore, it shows ‘it has the continent’s second most popular tourist attraction’ which also shows it is  one of the top place to go with ‘forty‐two‐acre Pleasure Beach, whose 6.5 million annual visitors are exceeded in number only by those going to the Vatican.’

Yi Ling – Year 9 (Novel Analysis)

In “The Book Thief”, the author presents Liesel Meminger as an intriguing character as she is always confronted with challenging circumstances. We can see this in this extract as she navigates growing up without her biological family and struggles with accepting loss. When she was on the train, a few moments after the death of her brother, Liesel was in denial of her younger brother, which was shown by her ‘stiffness of movement’ and ‘staggering of thoughts.’ The adjective ‘staggering’ emphasises that she cannot comprehend or process from her younger brother’s death, however she is vulnerable and, therefore, has no choice but to do so. This links to her being an intriguing character as this is a relatable story to certain readers. The author is trying to inform us that sometimes it is difficult to let a loved one go, and that you never know if someone is trying to cope with grief for a beloved person.

Furthermore, as Liesel struggles with nightmares about her young brother – ‘her brother’s face’ always playing back on her, we see that her foster father, also known as Hans Hubermann, is always looking out for her. Not only that he is always there for her, he would always read the stolen book to her as she is illiterate, potentially because Liesel is impoverished. As Liesel settles into the neighbourhood, we can see how the bond between father and daughter will flourish as we delve further into the novel. The reader becomes invested as Liesel learns to find a new type of family and expands her idea of what a family can be and has been filled with confidence! 

Another time when Liesel is presented as an intriguing character is when we see Liesel navigating around Nazi Germany further in the novel. At one point, when it was the day of the Führer’s birthday, she soon realises that her mother abandoned her because she was a communist, and she now ‘hates the Führer.’ and says it twice directly beside her foster father. The use of repetition emphasises how much she had to go through as a young girl is traumatising because of the Führer and Nazi Germany.This links to her also being an intriguing character as later on, her foster father reluctantly ‘slapped her squarely in the face’ as a sign of warning and concern for her safety, even though he also dislikes the Führer. 

This juxtaposing scene of a father who cares deeply but uses violence to shock his daughter into acknowledging the reality of danger, anchors that Liesel is somewhat defiant; she is willing to challenge Nazi society.This further emphasises the fact that their bond, one between father and daughter, will flourish as we delve further into the novel. The reader will become fascinated by their bond as she continues to encounter danger and her foster father worries about how she can escape from potential danger.