Daily Practice · A Level
October 2000 - A Level 5-a-day
Every A Level sheet published in October 2000, with answers. A Level - discourse, register, framework analysis and language change.
Printing for a group?
The batch download puts all 5 tiers' October 2000 sheets in a single PDF, each tier behind its own divider page - 155 sheets in one file.
Every sheet in October 2000
The same date always regenerates the same five questions, so a sheet you print today is the sheet a classmate prints tomorrow.
- 1st October 2000Rewrite this weak sentence to earn AO2 credit: 'The writer uses a simile to describe the house, which makes it more interesting.'
- 2nd October 2000Identify the semantic field used in the phrase 'the beam still turns, still finds the rocks.'
- 3rd October 2000A child uses 'car' only for the family car and not for any other cars. What is this process called?
- 4th October 2000What is the effect of enjambment, a line running on without punctuation into the next?
- 5th October 2000Define synthetic personalisation and give an example.
- 6th October 2000Convert this into a comparative sentence: 'In poem A the sea is a threat. In poem B the sea is a comfort.'
- 7th October 2000What is meant by a 'structural shift' in an unseen text?
- 8th October 2000Name the linguist associated with the 'damp spoon', 'crumbling castle' and 'infectious disease' images of prescriptivist attitudes.
- 9th October 2000Identify one way this stage direction creates foreboding: 'Thunder, distant. The lamp flickers and does not right itself.'
- 10th October 2000What term describes a variety of language used in a specific social setting or for a specific purpose?
- 11th October 2000Identify the narrative structure technique where the story jumps back in time to an earlier event.
- 12th October 2000Why should an answer analysing children's writing not simply list spelling errors?
- 13th October 2000The final sentence of an extract is a fragment: 'Rain, again.' Suggest two effects worth arguing for.
- 14th October 2000Explain in one sentence why comparing structure, not just content, matters when comparing two poems.
- 15th October 2000A child calls all four-legged animals 'doggie'. What is this process called?
- 16th October 2000A poem has four-line stanzas. What is this stanza form called?
- 17th October 2000Explain how an agentless passive can exercise power.
- 18th October 2000Explain why comparing subject matter alone rarely reaches the higher bands.
- 19th October 2000What should you do first when reading an unseen extract in an exam?
- 20th October 2000The word 'dog' once referred to one specific breed but now refers to the whole species. Name this type of semantic change.
- 21st October 2000In the line 'I have kept this light for twenty-six years, and the sea has never once told me my business,' identify the tone.
- 22nd October 2000Give one example of a linguistic feature typical of unplanned spoken discourse.
- 23rd October 2000What is the effect of a very short, simple sentence placed after a long, complex one?
- 24th October 2000Define a virtuous error and explain why it matters theoretically.
- 25th October 2000A student writes: 'The sibilance creates a soft, sinister mood.' What is missing?
- 26th October 2000In 'I sold the lamp for scrap and kept the key,' identify the contrast being set up.
- 27th October 2000Calculate the MLU in morphemes for these three utterances: 'I want juice' (3 morphemes), 'the dog barked' (4 morphemes, counting -ed as one), 'mummy gone now' (3 morphemes).
- 28th October 2000Identify the technique in 'the silence screamed.'
- 29th October 2000Give two spoken features that typically mark a less powerful participant.
- 30th October 2000A poem in regular iambic pentameter breaks the metre in one line only. Suggest how to analyse it.
- 31st October 2000Give one reason subject terminology should be used carefully in unseen analysis.