Who’s here the day before

went from a grade 4/5 in my mocks to a grade 8, (1 mark of a 9) all thanks to you! thank you so much!

I really hope I do well in my English language exam

Inshallah i get an 8 in my lang exam

Did my GCSES last year and went from and 3 in language and a 2 in literature to a 6 in language and a 7 in literature! I still watch Mr Everything English even though I have passed because thanks to him I have now developed a love for the subject

I'm retaking my English in my 40's and have been doing well all year. Predicted B/6. But the more I revise the worse I seem to be. I feel more comfortable just reading and saying what's infront of me, if that makes sense. Having said that I love these videos. They've been a great help breaking down things and helping with planning questions. Which I often struggle with. Particularly PRTEZEL.

I have full confidence of passing my English Language and a day ago I almost thought I was going to fail but after seeing this video everything my teacher taught me i threw it in the trash this is more understandable Thank you.

help i still don't know how to explain the effect of the structures??😓😰

I would definitely comment on the beginning and the end ,this shows the examiner you read the whole text . Contrast is also always present .

learnt more from this channel then i have in the last 5 years of school. got a grade 3 in my mocks did everything my teacher told me, she said so much confusing things. Then here Mr Everything English breaks it down in the simplest format. Doing me absolute wonders here

Sir I cannot thank you enough for these videos, they are so incredibly useful. Thank you so much!

Jusssst back from the job ,deadly tired but your video helping me alot,,alot,,,alot..much more duaaaaas on your way,,keep us showering your blessings of your precious knowledge,,easing us,May Allah ease you as well.

thank you so much for helping me understand this question after not being able to understand it at all :)

Thank you for posting this video, it helped me a lot!

Good days sir. Thank you so much for helping pass my English Language and Literature I got above my target grades in both God bless you.

there's 7 stretch devices, not 8, you missed number 5 amazing video though, i feel so much more confident watching you, thank you insha allah i'll do well in my exam

Can you please make a video explaining the positive and negative effect of each structure device?

I just coming out the exam and want to tell u thank you ur advices really help me out…..

Before your videos i had never heard of PRETZEL paragraphs only what how whys but your videos have helped me so much and made it much easier for me to revise thankyouu

If anyone thinks they might need this: 25 Language Devices: Defined & Explained! 1. Pathetic Fallacy Is when the weather or the atmosphere describes the mood. For example, when the weather is rainy people are sad and depressed 2nd example, the dark night could symbolise something supernatural like 3AM Satan etc… 2. Personification Is when a non-human is given human qualities. For example, the tree is waving to John as drives away. 3. Simile When you are comparing two things using ‘like’ or ‘as’ For example, his facial vision looked like a falcon’s eye 4. Metaphor Is when you are comparing two things with is or are Example He is an orc 5. Extended Metaphor Pick a metaphor and explain how --- > turn in to an extended metaphor Metaphor --- > Life is a rollercoaster. Now turning into extended metaphor add explanation so, Life is a rollercoaster you don’t know when you will be at the top or at the bottom, it will all happen in an instance, at the greatest heights you will be at the greatest heights and at times it will crash, but every day is never the same, just like in a turn in a Rolle coaster is never the same. 6. Oxymoron 2 opposite words side-by-side Example, the small giant 7. Juxtaposition You explain an oxymoron. The small giant tip-toing trying to reach the top shelf, however, his small arms and puny fingers prevented him from grabbing the bar of jam. 8. Symbolism Is when objects represent a meaning. For example, moon and the star represent Islam. 2nd Example, if you get a priest you will think someone died. In Macbeth the dagger links to death. 9. Semantic field Is where words are linked to an idea. For example, PPE, 2m and Hand Sanitiser, Head of Year link to COVID. 10. Irony Is when events in the text surprises the characters. Something not expected! Mr Birling offering a 1000. Scrooge changing his nature. 11. Rhetorical Question Question does not require an answer 12. Hyperbole Is when you hype, when over-exaggerating. I am going to eat the whole restaurant. 13. Assonance Is the repetition of the vowel sound. I am too cool for school. Oooooo 14. Alliteration Words in a row begin with the same letter. 15. Sibilance Is when words in a row have the s letter or the s sound Example: the snake was slowly hissing 16. Euphemism Is when you say something in an indirect manner. He is not with us anymore. 17. Emotive Language Is when the writer makes the reader feel emotional. By making them angry. 18. Onomatopoeia Words describe the sound Boom bang skirr pop 19. Ruel of 3 / Power of 3 / Triplets Words or phrases in a row describe something (3) The table is black, hard and wide 20. Facts/ Stats Uses evidence to support their facts. 50 % of the students prefer using email rather than social media . 21. Plosive Repitition of harsh sound Words such as 'P' 'D' 'B' 22. Zoomorphism Is when you give a person animal features. Example John barked at me / John shouted at me. 23. Opinion 24. Repetition Language Device and Structure. Is when the writer uses the words repletely to create an effect. Where is being repeated and why is that important 25. Noun, Verbs, Adjectives, Adverbs Structure Flashback - when you go back in time ,3 days ago etc.. Foreshadowing - when the writer gives clue about future ‘my heart was beating fast’ Zoom in - focus on one thing for example ‘pen’ , ‘specific character ‘ Zoom out - normally used to talk about setting Dialogue - when the character speak ‘hey there !’ New character New setting Change in tone Short sentence - to build up tense Long sentence - add details and slow down the narrative Short /long sentence - may show importance in both Shift in focus - talks about object then talks about another object for example ‘pen’ to ‘table’ Cyclical structure - similar stuff happening with beginning and ending Juxtaposition Extended metaphor Pace List Pov Overall tone Chronogical order Climax Repetition Links Mood , pathetic fallacy 1. Abhorrent/Heinous (means bad) 2. Euphoric/Jubilant (means happy) 3. Melancholy/Morose (means sad) 4. Indignant (means angry) 5. Swift/Rapid (means fast) 6. Colossal/Gargantuan (means big) 7. Minuscule/Microscopic (means small) 8. Bemused/Befuddled (means confused) 9. Astute/Shrewd (means smart) 10. Feeble/Decrepit (means weak) 11. Dash (means run) 12. Plunge (means jump - may not always fit so be careful how you use it) 13. Cordial (means nice) 14. Lackadaisical (means lazy) 15. Paradoxical/Outlandish (means strange)

hi thanks for the vid super helpful!! I was just wondering how u got the student examples? as in, is it something i could access or not?? thanks Mr Everything English!!

Hello, can you please mark this :) The writer emphasises the idyllic atmosphere created by the books and stories of the past highlighting their importance. The writer's use of a list from lines 12 to 14 describes how fast paced the stories were, this also illustrates the action that took place in them. Furthermore, this creates a vivid image in the readers mind of the adventurous atmosphere that is created by stories of the past. Additionally, the writer's use of a long sentence helps in bringing these books to life ; therefore highlighting their importance in every child's childhood. This portrays to the reader the value of the books of the past and alludes to their degradation over the years as children face a lack of interest towards them. (2nd paragraph) The writer shows contrast between Mr Fisher's character in the exposition and towards the rising action. The use of the juxtaposition in lines 34 to 35 highlights the development of Mr Fisher's feelings as he experiences ' a very strange sensation'. At this point in the extract it is made clear to the reader that an unusual event is taking place. Furthermore, the writer zooms into Mr Fisher's breathing highlighting that this could be a 'strange' feeling due to the fact that Mr Fisher hasn't experienced this feeling in a long time. Hence creating interest as the reader is still unsure of what has caused Mr Fisher to feel this way so this grasps the reader's attention into leaving them with feelings of unease and suspicion therefore leaving the reader worried about the following future events forcing them to read on.

Thank you soooooo much. Absolute lifesaver to help our son! 😊

Thx for helping us this is every helpful ❤

your his video really helped me and alhamdiluallah I got grade 5 in english

10:45 anybody else notice how theres only 7 in the strech device because he forgot 7? Well, Great videos as well.

Mr everything english: "never in the history in the world..." *remembers the bad and boring stories hes read* Mr everything english: "maybe as an exception"

At 8:41 the stretch is missing number 6?did i get that wrong or did no one notice that?

HI SIR ONE QUESTION: how would you write a grade 9 analysis on focus shifts?

I just did a practice paper in the exam in school and whatever you said about the structure techniques they all come up

Thankyou it was really helpful👍🏼

bro is so sure its gonna come up as if he's seen the paper

Do you need a point or can you drive the paragraph with a technique instead? I know the PRTEZEL paragraph shows to start with a point but in the exam could you just incorporate your point into the technique?

when you where listing the structural decivces on the "strech" section you went to number 5 to 7

Thank you so much Sir!❤️

can anyone please create a list of sentences which you could use to finish your paragraph to show the effect on reader. e.g the writer does this to create anticipation within the reader

honestly currently saving my GCSEs and doing what teachers cant

after this i feel like its not aqa firing shots but rather me firing shots at their brain with Mr Everything English knowledge

sir because of u in sha allah imma escape the matrix

Thank u for the amazing video😊

Can you talk about sentence structure such as declarative sentence?

I have an exam in two days on this. I hope I pass, this was helpful thx.

I'm not too sure but i thought of a paragraph that can be used in any q3 answer, i think you could possibly talk about pace and then talk about long sentences and paragraphs if its a slow pace or short( if u want) and the fast pace would be short sentences and paragraphs. idk what do you guys think

couldn't you say that when mr fisher remembers a time when books were 'golden' juxtaposed with the fact that books now were ' black and white' ? golden is seen to be like a colour, which has like connotations of pure and nostalgia which has a semantic field of happiness and joy , contrasting with the words black and white, which has connotations of dull, plain, not seen in other ways.

Have my test soon...... Thank you

I appreciate what you're doing bro these videos have taught me so much my mocs are this monday and thanks to you I'm feeling much more confident. Keep it up

I hope the question 5 picture is on like a abandoned church so I can describe the weather bad 🙏

8:18 the order of stretch is 1,2,3,4,5,7,8

how does a long and short paragraph interest the reader?

Good luck 👊🏽

@Mr Everything English Can someone please take a look at my response. This paper is from the June of 2018. q3. in the Mr Fisher text At the beginning of the text the writer uses a short sentence in line 5 to introduce disappointment in the readers. But then the writer quickly switches the focus to Mr Fisher’s flashback of books in the past in lines 9 to 11. This conveys Mr Fisher’s excitement to the readers. The flashback pulls readers out of the present disappointment to the glory of the past. The use of a long complex sentence here clearly shows Mr Fisher’s passion and enthusiasm for old books. Hence readers are also excited about the old books and are distracted from the disappointing term. As the text develops, the writer switches the focus between the magnificent past and gloomy present constantly. In lines 25 to 28, the writer shifts the focus from Mr Fisher’s ‘gloomy train of thoughts’ to ‘Alistar Tibbet’ who represents and symbolizes hope. This change of focus to a student with ‘spark’ gives readers hope. Readers expect Tibbet to be a turning point and make the present more similar to the glorious past. The short sentence in line 27 ‘An amiable boy, this Tibbet’ indicates the narrator’s hope in Tibbet through an appreciating tone. This hope is emphasized through the short sentence then conveyd to the readers. Hence readers look forward to exactly how Tibbet will change the current situation and exactly how much ‘spark’ he has.

can someone read through if you've got time and grade it? im working towards a 6. Q5) Write a story about a new beginning As the sun dipped below the horizon, casting an iridescent glow upon the quaint village, a sudden flashback enveloped Eleanor's mind. There she was, a vivacious young woman, embarking on the most arduous journey of her life; a new beginning awaited her. In the bustling city, she found solace in the cacophony of sounds: the honking of cars, the laughter of children, and the murmur of conversations. Brimming with aspirations , Eleanor was ready to face the world; little did she know the challenges that lay ahead. A whirlwind of emotions consumed her. Outside her window, a torrential downpour mirrored her tumultuous thoughts - the raindrops pounded against the glass, as though they were trying to break through. "What if I fail?" she pondered, her heart pounding in her chest-doubt seeped into her very core, smothering her confidence. With unwavering determination, she embraced the unknown: the late-night study sessions, the seemingly endless job applications, and the constant self-doubt. Would she succeed in this newly forged journey? Only time would tell. And then, it happened.... "You did it!" her friend exclaimed, the pride in her voice palpable. "Your hard work paid off!" Standing in the heart of the city, Eleanor felt an indescribable surge of elation, as though she had conquered the world; she had finally achieved her dreams. Looking back, the trials she faced seemed almost insurmountable. The journey had been like scaling a mountain without a safety harness, but it was all worth it in the end. The sun broke through the clouds, casting a warm, golden light upon the city. From that day forward, Eleanor never looked back. The city became her sanctuary, a place where dreams were born and nurtured. She had found her purpose, her raison d'être, and she would never forget the struggles that led her to this moment. As she stood on the rooftop, gazing upon the city that had become her home, Eleanor realized that her new beginning was both a beautiful dream and a haunting reminder of the challenges she had faced. "I made it," she whispered to herself, the warmth of the setting sun caressing her skin like a gentle embrace. And as the sun dipped below the horizon once more, she knew that her journey had come full circle.

sir i think there has been a mistake there are only seven (stretch) sturcture techniques, regardless thank you for making this video

hi sir. will you get marks if you analyse some language features in your Q3 or is it better to stick to only structural techniques?

because of this I went form a 1 to a 4 I am so grateful and can't wait to get higher on my real GCSE's

I have a resit exam tomorrow!! wish me luck!

In your next video can you please tell us that. instead of saying long sentence, can we say compound or complex sentence

Is pace also a structural technique?

InshAllah trying to do well.

Can you talk about zooming in on a edxecal paper?

this guy sacrificed his counting skills for top english

does the examiner gives mark by looking at your work wt u wrote or everything like wt u wrote and like if u have read whole source?

good luck everyone!!!

dont leave man!

just a quick question, would 'new' be accepted by the AQA exam board as a structural device

does anyone know if sentence lengths comes under language or structure as my teacher said it comes under language?

this is my paragraph for Q3, feedback is appreciated! The writer creates interest within the reader by purposefully introducing an usual event at the end of the source. Throughout lines 34 and 35, the usage of juxtaposition is clear, as throughout the source Mr Fisher is portrayed as a typical habitual teacher. However, this idea is being challenged as the writer notably zooms into the “strange sensation” by describing Mr Fisher’s atypical reaction which emphasises importance. Therefore piques the curiosity of the reader which as a result, creates interest.

can someone please mark my answer? ik its long and boring but it would be much appreciated lmao -its from 2019 november paper At the beginning of the extract, from lines 1-14, the writer introduces us to zoe and her character and what she is like, he also describes the setting to create a sense of familiarity for the readers. He uses foreshadowing when he says “she could die in that place, and happily”, which not only shows zoes feelings and how much she adores the place, but also hints to the reader what might possibly happen towards the end of the extract, creating tension. However the word” happily” juxtaposes zoes feelings at the end of the extract, dismissing a cyclical structure.The writer then shifts the focus to zoe and her partner jake, and by doing this the writer zooms into their conversations by using dialogue from lines 20-22, and these lines show how eager and ready they are to go and we are introduced to jakes character which makes the text more interesting because now there are two characters which may possibly mean more events and scenarios between them which makes the narrative more important. However there is a change in tone as line 28 starts with the word “but”, showing that perhaps there may be a major shift in focus and that everything may be going downhill. This is later supported when it says that zoe was “irritated by the false start they made”, and this juxtaposes how zoe felt “happily” at the beginning, as it shows that things weren’t going to plan. From lines 33 to 43, the paragraphs also get shorter, showing that there is more tension. This creates a dramatic feel to the audience and this keeps the readers attention so that they can see what happens next and reduces the narrative between the reader and the characters. At line 39, we can see that there is a drastic turn of events as it says “then her smile iced over”, and the short sentences with repetition of jake saying “get to the side”, shows what little time they had, and creates a faster pace which makes the reader more interested to see what happens next, and contrasts the calm, peaceful feel at the beginning.

Could anyone rate my question 3 for the Ugwu text? In source A, the writer generates curiosity by contrasting Ugwu’s expectations, putting his future prospects into question. This can be seen from lines 6-7 and further on in line 53. where the writer employs juxtaposition to demonstrate how his demeanour changed from previously extremely hopeful and ecstatic with “expectation”, to now idle and almost disappointed as he is “waiting” by the “door”, a potential symbol for that he wants to leave. This therefore shows that the previous long paragraphs detailing his excitement and joy for this, all cumulated into a short paragraph of a single sentence, showing how the actual job was not as idyllic as imagined, and shows how expectation can surpass reality, leading to an inherent sadness and juxtaposes the ideal situation. This is highlighted further, through the foreshadowing on lines 6-7, where he was “choked with expectation”, which hinted to the fact that ultimately his expectation would be squandered as he had overestimated the quality of the job. Therefore, this creates curiosity, leading to interest, on how he would cope with the downfall of his expectation, but also, creates tension as the reader knows that ultimately, Ugwu would be disappointed and in dismay. Aswell as this, the writer generates a sense of importance around Master, further creating curiosity by shrouding the Master in a guise of mystery, as shown on lines 45 to 48, where the writer uses dialogue between Ugwu’s aunty and the Master to demonstrate the hierarchical relationship between them. Ugwu’s aunty states an entire line of dialogue, only to have a response of two words, which she then responds with 2 lines of dialogue. The disparity within the dialogue lengthening, shows that Master is so much more privileged, that he does not see Ugwu’s aunty as fit to warrant a larger response, therefore showing him to be significantly more important. In continuation to this, the fact that Ugwu’s aunty has to respond to this minute comment, with a lengthier paragraph hints that she, and therefore Ugwu, come from a less privileged setting, due to the respect they are required to show. This almost antagonises the reader, as Ugwu and his aunty’s journey has made up the vast majority of the text which results in a likening towards them, and their almost dismissal of makes creates sympathy for them, whilst also spurring curiosity as to why the master was so important. References: Lines 6-7: He did not disagree with his aunty, though, because he was too choked with expectation, too busy imagining his new life away from the village Line 53: Ugwu stood by the door, waiting. Lines 45- 48: Good afternoon, sah! This is the child,’ Ugwu’s aunty said. Master looked up. He pulled off his glasses. ‘The child?’ ‘The houseboy, sah. He will work hard,’ his aunty said. ‘He is a very good boy. Thank, sah!’ Much appreciated, if anyone does!

Is sibilance language or structure?

At 7:40 the stretch is missing number 6 !!!! lol What did number 6 ever do to you :D

yo can someone read this and rate this/offer improvements? at the beginning of the source, the writer uses listing in lines 12-14 through the flashback "there were heroes, dragons and dinosaurs, space adventures" to illustrate mr fisher's elation and fascination of books of the past. the writer accentuates mr fisher's excitement as it is evident he is immersed and captivated by such stories, although they were purely fiction, places great importance on books as it foreshadows to the reader that they will be a key subject throughout the extract. the focus then shifts as the writer employs a long paragraph including short sentences in line 19, "dickens was boring." "shakespeare was boring." which juxtaposes the gleeful and ecstatic ambience at the beginning of the source, as the reader can infer that stories of the past no longer spark and engage the boys at the grammar skl. this creates an arid and monotonous mood to the source, and considering this is the longest paragraph in the extract from lines 16 to 24, this further expresses mr fisher's disappointment and gloom in which the reader can feel pity for him as it is clear that books do not hold the same meaning and prevalence now as they did "in those days". by the end of the extract the writer introduces a new character in lines 27 and 28, "this tibbet" to foreshadow that not all hope is lost. the use of the new character could be symbolic of hope and renewal as seen through the short sentence in line 36, "he began to sweat" suggests the greatness of mr fisher's awe that he can't grasp what he's reading before him. the final line "something entirely original" leaves the reader feeling elated and relieved as mr fisher's reminiscence of the past seems to be coming to life once again.

The link doesn't work to the insert, does anyone have a different link to it

What do u suggest for paper 2 cauz I m revising for paper 2 cause of its hardness so please tell me which structure shall I follow pretezel or a different one thx

till what time does this live remains

Should we not be doing Beginning, middle and end?

2024 exams coming up! thankss

Pretzel is the best structure is easy to use

thank you so much ,this helped me so much as a forgien language student

He Is the paper - Metaphor

Amazing vid but for stretch structural devices you only put 7. You missed out the number 6. Thanks for everything though

Does anyone know if the methods such as parallelism or polysyndeton are credited in question 2 or 3? Cause I've always seen them as structure but could I write about them in the language question?

thank u so much sir

Very well explained but isn't it that this question should start with the beginning, in the middle and the end?????

You numbered the second list

How am I meant to make a point, when I will just repeat myself when talking about the effect

hi sir i am new in uk i don't know anything about gcse how do i get atlest passing grades i am no fluent in English

You should do edexcal because I was ready to watch this only to find it it’s AQA

sir the links in the description bar do not work

What does pretzel mean

I have returned in order to help you with your English! Language paper 1 Q2-5 overview Q2- Marks: 8 Aim (for passing grade): 5-6 marks Quotes: A3 Language analysis question Comment on writer 3 terms Q3- Marks: 8 Aim for: 4-5 Structure: 3 mini what how whys Structure question Do not analyse Language. Use these terms: Beginning, Middle, end, focus, shift, zoom, topic sentence, ect. Quotes: 3 Q4- Marks: 20 Aim: More than 10 Structure: 3 what how whys OR 1 large WHW mini essay style. Length: Aim for a page and a half (varies on handwriting) Language analysis question 3-4 Quotes and terms Writers intentions Preferably don't disagree (But you can consider other view points for more Marks) Q5- Creative writing question 40 Marks Length: Two/Two and a half pages Focus: Descriptions, punctuation and skills Structure: Paragraphing (at least 2 paragraphs per page) Aim: More than 20 Marks. Descriptive writing > Story (easier to focus on the question)

Abe sat on the pier beneath the mangrove trees and chirrup of birds. He had familiarised himself within the time he was beneath them it was beautiful. The pier itself was not the pinnacle of relaxation he deemed to be early in life; its ecosystem loudly filled the vast emptiness around him. However, it was quite relaxing and his only source of consolation from an otherwise tedious, concerned, distasted hopeless day. He had been waiting for aeons. Abe reached into the pits of his pocket shrouded with darkness and retrieved his phone rescuing it from the comatose isolation it endured. Not long ago, his son bought him a phone to lighten his otherwise companionless life. “Surely”, he thought “surely, he has sent something”, he so hopelessly assumed he could find some sort of contact from the mysterious gentlemen whose fortunes had been pledged to him… Emptiness. Abe was bewildered; he’d assumed that with the experience of his old age that he could never be so deceived and know whom to trust. They had been so genuine at first. Their bond had been immediate with an airspace of jubilance and enthusiasm being patronage wherever they went. Abe promised to rejoice with him again and reinsured that he would be present at a moment’s notice to fulfil his dreams once more by being in his presence. He had never imagined what occurred, upon his arrival, he was greeted by the same despair he felt previously. Emptiness. As he stared into the mould-dampness that plagued the once pearlescent lake, with his distorted reflection mirroring him. He contemplated the past few days (his reflection represented his emotions) Abe understood that there would be no shock arrival. No time to come. No happiness to feel. Emptiness. Abe was consumed with the past choked with nostalgia as he sat there. Abdicated to the pier. Abandonment.

What would you say is the minimum amount of paragraphs needed for question 3??

you accidentally gave us 7 structural devices for stretch not 8

Definitely not a maths teacher... Can't count to 8, lol! (07:43)

8:11 where is number six point

I dont understand how you are meant to use these devices to create an effect?

Can anyone please explain to me what is effect? Like what is that ?? How to explain it ?

Goood luckkk

Is this good response --The writer use language structure to intrest us as a reader. by an unusal event which occurs with Mr fisherman, at the end of THe source. Point it can be seen from the line 34-35. Where the writer use Juxtaposition, and shows Mr fisher with an unusal event taking Place with him. as he is experiencing something different, from what he usually do. something out of his daily life. furthermore " The writer zoom in (z) into the sentence “tighteng in his disgraph" which shows Mr fisher is experiencing something, which he has not experienced long time ago. and shows mr, fisher as he is evolving and changing from the Start of the source. Therefore as you can see the writer has suddenly change mr fisher And bring focus on him and Kept the readers in a pique curiosity of what’s happening next.