Hiatus

To be honest, I’ve neglected this blog in the past few months – however, this does not mean I have no content! Although, I have decided to upload all of my notes onto this space after I finish my exams. There is a lot of notes, and it will take me a bit of time to sort onto here in an organised manner.

Due to come, though, will be:

  • Edexcel A Level English Literature Notes on:
    • Duchess of Malfi
    • Poems of the Decade
    • Philip Larkin
  • OCR A Level History Notes on:
    • The Cold War in Europe
    • The Middle East

In a month or so, I’ll start uploading it all – promise!

Nichola x

Mid-Tudor Crisis: Religious Changes Table

Ways to use this table:

  • To make notes;
  • To cut up, and try to match the date to event to what it was and to the reactions.
Tudors Timeline: Religious Changes
Date Religious Change What is changed? Extent towards Protestantism / Catholicism (+ Local reactions)
1547: June Book of Homilies and                     Royal Injunctions English sermons

Mass every Sunday/ daily

Latin -> English = large change, but important in establishing Protestantism
1547: November

 

Dissolution of the Chantries Removed superstitious images

Raised money for the war

Not all Bishops agreed in the removal of chantries and were hesitant with such changes.
1548: December

 

First Book of Common Prayer Greater focus on iconoclasm

Included translated sermons in English

Moderate reformist policy towards Protestantism – Somerset = worried about the gentry’s reactions.
1549: January First Act of Uniformity Clerical marriages were allowed

Transubstantiation

Singing masses for the souls of the dead was not approved

The AoU still had Catholic loopholes – reformers = not happy. Led to Western Rebellion (West County), June 1549.
1550: January New Ordinal Revised the procedure for the ordinary of priests Provided a new religious direction. However, Vestment Controversy with Hooper – surplice issue.
1552: January Second Book of Common Prayer Made it law to go to church on Sundays and holy days – punishment = fine

Basis for church services and had to be used

Featured the “Black Rubric”

Even though it was enforced, it does not mean that everyone agreed with or accepted the views it contained.

 

(London and East Anglia = accepted reforms)

1552: April Second Act of Uniformity Reinforcement of the new Book of Common Prayer Revised, and more radical Protestant legislations
1552: November Forty-Two Articles Doctrinal statement over Protestant reforms Embodied radical reforms but it never became law.
1553: September Arrest of Cranmer, Latimer, Hooper and Ridley Mary removed the reformers to limit opposition. To make her plan of Catholic restoration easier.
1553: September Parliament passes the Act of Repeal Repealed all of Edward VI’s religious changes.

Reinstates clerical celibacy, Mass and ritual worship.

Mary re-established her Catholic beliefs.
1554: March Royal Injunctions Removal of married clergy from office

Restoration of Holy Days

Suppressed heresy

Restoration of Catholicism through the removal of Protestant beliefs.
1554: April Heresy laws passed With the condition that monastic lands are not restored. The concession made over monastic lands limited Mary’s religious restoration.
1554: November Cardinal Pole returns to England and excommunication is lifted He becomes the Archbishop of Canterbury Aids Mary is pursuing her religious restorations.
1554: November Second Act of Repeal Voids all religious legislations since 1529 This allowed Mary to ignore the Henrician Reformation. Meant Catholicism was the “true” religion.
1555: February John Rogers becomes the first Protestant martyr Publicly burned

Translator of the Bible

Turning point in Mary’s religious policies – the Protestant burnings stained her rep.
1555: October Latimer and Ridley burned for heresy Increase in Protestant deaths. Increased the unpopularity surrounding Mary’s religious popularity due to the Protestant persecution.
1556: March Cranmer burned Cranmer recants all retractions and is burnt for heresy With Cranmer (reformist) dead, Mary could pursue more radical Catholic policies.

Vo Revises English Language Q5-6

For these two questions, they could ask you to do various things. Will try and cover them here, and in note form so it easy to understand for all!

Writing to Describe

  • Adjectives
  • Sentence length variation
  • Passive voice
  • Hyperbole
  • Alliteration
  • Varied punctuation
  • Metaphors
  • Sibilance
  • Simile
  • Personification
  • Figurative language
  • Adverbs
  • Onomatopoeia

Writing to Inform

  • Quotes and testimonies – anecdote[s]
  • Bullet points
  • Statistics
  • Address to appropriate audience
  • Facts
  • Objective

Writing to Persaude

  • Adverbs
  • Anaphora
  • Repetition
  • Facts and statistics
  • Opinions as facts
  • Direct address
  • Anecdote
  • Rhetorical questions
  • Triplets
  • Emotive language
  • Appeal to authority

Writing to Explain

With this, if it comes up – plan ahead a few bullet points related to the question, and then when writing elaborate on each point. In a sense you are describing each point, but in detail which means explain. It is a very awkward question to get if we do, but that’s what I would do!

The two creative writing pieces are worth 16 and 24 marks which is over half the paper. Timings for Q5 should be 25 minutes, leaving Q6 with 35 minutes. Through the two pieces, I tend to use a lot of sarcasm and humour as that engages the reader/examiner and makes it more fun to read!

Vo Revises GCSE English Language Q1-4

Currently sitting in a media classroom, attempting to muster up some form of revision by typing out some notes in how to structure my answers for tomorrow’s exam.

Question 1:

QUOTE! Select short phrases or key words from the text and infer from these what the reader may learn while they are reading the article. Aim to cover around 5 points in the time set, no analysis of language is required with this question, spend 15 minutes on Question 1 – this includes active reading time.

Question 2:

Remember to link the headline and picture back to the main body of text. The headline of the source will always include some device whether it be a metaphor or pun etc, highlight this while answering the question and refer back to the main text with a link. In addition to this, punctuation may be used for effect within the headline, pick up on this and again – link this with a point within the text.

In the second paragraph of your answer, it should be focused on the image within the article. Highlight what you can see – with the colour and features of the image. With these parts of the image, link it back to the main body of the text. REMINDER: DO NOT LINK THE HEADLINE AND PICTURE TOGETHER – YOU DO NOT GET MARKS FOR THIS! No conclusion is required for this. Spend 15 minutes on this question – this includes active reading time.

Question 3:

With this question, select main phrases which reflect on how the speaker feels in their situation. Don’t analyse any language – you do not get any marks for doing this! Just highlight the emotions that are expressed within then extract, and any connotations that may be there. As well as this, in the source there is normally a pivotal moment where the feelings change – if you can pick up on this, refer to it, as it shows the examiner that you have understood the source. Spend 15 minutes on this question – this includes active reading time.

Question 4:

Comparative question which should be answered in around 30 minutes. In the beginning mention the purpose of the sources briefly and that language is used in order to do this. Don’t go onto much about this. Your time should be spent picking out linguistic of the sources and comparing it to the other, use comparative vocabulary such as similarly, contrarily, on the other hand or likewise. These paragraphs should include a point each, for each source, so two points per paragraph with a quote to back up and a mention to the techniques.