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The Exam Question Top Trumps Series - Higher Question 1



The first in the series of the Exam Top Trumps Series. There will be one question posted each day.

If this question was a celebrity it would be:

David Beckham:

Seemingly simple on the outside lots of people underestimate the hidden depth to this question. For success you have got to look at the simple facts and then interpret how they show an issue / problem / idea that links to the question.

If this question was a Genre of Music it would be:

Pop:

It focus on your basic skills (your three chord melody if you will).

Basic Skill Number 1 - Finding key information.
Basic Skill Number 2 - Choosing the key information that links to the question.
Basic Skill Number 3 - Interpreting the information and making inferences that link to the question.

If this question was a Stereotypical American High School Student it would be:

The Glee Club Cheerleader:

Often looked upon superficially but it is your key to success.
 

Of Mice and Men Quotations

Remember when you are tackling Section B in the Of Mice and Men exam you must use quotations from the rest of the text and not the extract. You only have 20 minutes or so to write your answer so flicking through the book can waste time.

Here are some key quotations you might want to try to remember to give yourself more time in the exam.



Chapter 1:

George ‘restless eyes and sharp, strong features. Every part of him was defined’
Lennie is George’s ‘opposite’, ‘dragging his feet a little, the way a bear drags his paws’
George ‘That’s all you ever can remember is them rabbits.’
Calls Lennie a ‘crazy bastard’ and a ‘good boy’.
‘God, you’re a lots of trouble…I could get a long so easy and so nice if I didn’t have you on my tail.’
‘Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place...With us it ain’t like that. We got a future.’
Lennie – ‘Because…because I got you to look after me, and you got me to look after you.’
‘An’ live off the fatta the lan’.’
George – ‘You ain’t gonna get in no trouble, because if you do, I won’t let you tend the rabbits.’

Chapter 2:

Boss – ‘On his head was a soiled brown Stetson hat, and he wore high-heeled boots and spurs to prove he was not a labouring man.’
“What stake you got in this guy?”
Curley – ‘His glance was at once calculating and pugnacious’ ‘angry little man’
Candy says Curley is ‘pretty handy’ ‘He hates big guys’ ‘Curley’s pants is full of ants.’
Lennie looks to George for ‘instruction’
George – ‘Lennie’s strong and quick and Lennie don’t know no rules.’
Candy on Curley’s wife – ‘she’s got the eye’ ‘a tart’
Many characters refer to Crooks as ‘Stable Buck’ and ‘nigger’ rather than by his name.
G - “Hide in the brush by the river.”
Curley’s wife – ‘She had full, rouged lips and wide-spaced eyes, heavily made up’
Lennie calls her ‘purty’ and George calls her ‘poison’ and ‘jail-bait’
Slim – ‘he moved with a majesty only achieved by royalty and master craftsmen’ ‘the prince of the ranch’
George on Lennie, to Slim ‘We kinda look after each other.’ ‘Hell of a nice fella, but he ain’t bright.’
Slime to George - “Maybe everybody in the whole world is scared of each other,”

Chapter 3:

Slim – calls Lennie a ‘cuckoo’ ‘Guy don’t need no sense to be a nice fella.’ ‘He’s jes’ like a kid.’
‘Slim’s opinions were law’
Slim – ‘I wisht somebody’d shoot me if I get old an’ a cripple.’
Crooks’ face is ‘lined with pain’
DREAM  George - ‘we’d have our own place where we belonged and not sleep in no bunk-house’ ‘It’d be our own, an’ nobody could can us’
‘This thing they had never really believed in was coming true.’
Candy – ‘I ought to of shot that dog myself.’
Carlson on Curley – ‘god-damn punk’
FIGHT  George says ’Get him, Lennie’
Curley ‘flopping like a fish on a line’ (same simile used for Curley’s wife when she is killed)

Chapter 4:

Crooks is ‘a proud, aloof man. He kept his distance and demanded that other people keep theirs’
‘had accumulated more possessions than he could carry on his back’
‘I can’t play because I’m black. They say I stink.’
‘This is just a nigger talkin’, an’ a busted-back nigger. So it don’t mean nothing, see?’
‘A guy needs somebody…A guy goes nuts if he ain’t got nobody.’
‘Just like heaven. Ever’body wants a little piece of lan’’
‘It was difficult for Crooks to conceal his pleasure with anger’
‘I’d come an’ lend a hand.’
‘You got no rights comin’ in a coloured man’s room.’
Curley’s wife on Crooks – ‘I could get you strung up on a tree so easy it ain’t even funny.’
Crooks had reduced himself to nothing. There was no personality, no ego – nothing to arouse either like or dislike.’
Curley’s wife on Curley’s hand – ‘He got it comin’ to him’

Chapter 5:

‘Now I won’t get to tend the rabbits’ ‘He rocked himself back and forth in his sorrow’ (like a child)
Curley’s wife – ‘I never get to talk to nobody. I get awful lonely.’
‘I could made somethin’ of myself…Maybe I will yet.’
‘Coulda been in the movies.’
‘I don’t like Curley. He ain’t a nice fella.’
On Lennie ‘Jus’ like a big baby.’
‘Her body flopped like a fish’
‘He pawed up the hay.’
George – ‘We can’t let ‘im get away. Why, the poor bastard’d starve…Maybe they’ll lock ‘im up an’ be nice to ‘im.’
‘Lennie never done it in meanness.’
Candy – ‘You god-damn tramp’ ‘you lousy tart’


Chapter 6:

George tells Lennie about the dream, just before he shoots Lennie – ‘Lennie giggled with happiness’
George – ‘Ever’body gonna be nice to you. Ain’t gonna be no more trouble. Nobody gonna hurt nobody nor steal from ‘em.’ (HEAVEN / UTOPIA)
On killing Lennie – ‘I just done it.’
Slim - ‘You hadda, George.’

By request here are a few exam questions you can practise with:

Part a)

Extract 1

In this passage, how does Steinbeck set the atmosphere in the opening? Refer closely to the passage in your answer.

A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river the golden foothill slopes curve up to the strong and rocky Gabilan mountains, but on the valley side the water is lined with trees—willows fresh and green with every spring, carrying in their lower leaf junctures the debris of the winter’s flooding; and sycamores with mottled, white, recumbent limbs and branches that arch over the pool. On the sandy bank under the trees the leaves lie deep and so crisp that a lizard makes a great skittering if he runs among them. Rabbits come out of the brush to sit on the sand in the evening, and the damp flats are covered with the night tracks of ’coons, and with the spread pads of dogs from the ranches, and with the split-wedge tracks of deer that come to drink in the dark.
There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungleup near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.
Evening of a hot day started the little wind to moving among the leaves. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as quietly as little gray, sculptured stones. And then from the direction of the state highway came the sound of footsteps on crisp sycamore leaves. The rabbits hurried noiselessly for cover. A stilted heron labored up into the air and pounded down river. For a moment the place was lifeless, and then two men emerged from the path and came into the opening by the green pool.
They had walked in single file down the path, and even in the open one stayed behind the other. Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders. The first man was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small, strong hands, slender arms, a thin and bony nose. Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides, but hung loosely.

Extract 2

How does the writer use details in this passage to present Curley?


At that moment a young man came into the bunkhouse; a thin young man with a brown
face, with brown eyes and a head of tightly curled hair. He wore a work glove on his left
hand, and like the boss, he wore high-heeled boots. ‘Seen my old man?’ he asked.
The swamper said: ‘He was here jus’ a minute ago, Curley. Went over to the cookhouse,
I think.’
‘I’ll try to catch him,’ said Curley. His eyes passed over the new men and he stopped. He
glanced coldly at George and then at Lennie. His arms gradually bent at the elbows and
his hands closed into fists. He stiffened and went into a slight crouch. His glance was at
once calculating and pugnacious. Lennie squirmed under the look and shifted his feet
nervously. Curley stepped gingerly close to him.
‘You the new guys the old man was waitin’ for?’
‘We just come in,’ said George.
‘Let the big guy talk.’
Lennie twisted with embarrassment.
George said: ‘S’pose he don’t want to talk?’
Curley lashed his body around. ‘By Christ, he’s gotta talk when he’s spoke to. What the
hell are you gettin’ into it for?’
‘We travel together,’ said George coldly.
‘Oh, so it’s that way.’
George was tense and motionless. ‘Yeah, it’s that way.’
Lennie was looking helplessly to George for instruction.
‘An’ you won’t let the big guy talk, is that it?’
‘He can talk if he want to tell you anything.’ He nodded slightly to Lennie.
‘We jus’ come in,’ said Lennie softly.
Curley stared levelly at him. ‘Well, nex’ time you answer when you’re spoke to.’ He
turned towards the door and walked out, and his elbows were still bent out a little.

Part b)
  • In the rest of the novel how does Steinbeck use Crooks to present attitudes to black people at the time the novel is set?
  • How does Steinbeck present attitudes to women in the society in which the novel is set?
  • How does Steinbeck use the relationship of George and Lennie in the novel as a whole to convey ideas about America in the 1930s?
  • How do you think Steinbeck uses the character of Candy in the novel as a whole to
    convey important ideas about society at that time?
 

Can't Eat Can't Sleep - it must be exam time.

A moment of marking this week reminded me of what happens when pressure gets too much and the brain begins to shut down. Too much of the same thing; too much pressure; too much else going on in head and too much stress all cause the drop off in performance experienced in the mock exams I'd marked this week.
Thanks to @learningspy for this diagram

This little graph provided me with the answers to seeming absence of understanding of all the points covered again in revision. Now I know the students can perform at a higher level and there is no reason that their skills have dropped.

It has reached that time of drilling, practising, revising and panicking as the exam season quickly approaches. The stress levels rise and depending on how well the exam skills are embedded students hit Inertia (stress is so high for a task that is basic so why bother) or Anxiety (stress and challenge is high so doubt and panic sets in so you shut down).

When we hit these two areas the brain begins to protest and effective learning / work cannot take place.

The students who can reduce their stress levels while tackling challenging material have got 'the flow' and will produce their most effective work.

This is what we as teachers try to develop to ensure effective learning takes place in our classroom.

Your success in your exams is about getting 'the flow' under those exam conditions where the challenge is always high but we can manage the stress levels we feel.

How can you control your stress levels up to and during the exam?

Let's think of the causes of the stress you feel breaking it down into two parts: up to the exam and during the exam.

Up To The Exam

Causes of stress:

  1. Not knowing how to revise.
  2. 10 or 11 Teachers telling you you need to do more.
  3. Parents telling you need to do more.
  4. Everyone telling you that this affects the rest of your life.
  5. Having too many subjects to fit in.
  6. Friends pressuring you to go out etc.
Not knowing how to revise. 

Revision is a science: it is to do with developing skills, retaining and using knowledge that focuses around how the brain works. Cognitive Science (scroll to the bottom here if you want a more detailed explanation and links http://pragmaticreform.wordpress.com/) states that you have three types of memory re-call. Working  Memory, Long-Term Memory and Knowledge Schema.

Think of your brain like your bedroom and clothing choices - You have limited space so you can't have every piece of clothing you own out all the time. This is like your working memory - it only has a limited capability and can become easily clogged up (you know when you can't remember the name of someone and it comes to you ten minutes later).

You have long term memory  - this is like your wardrobe - a place where everything is stored neatly. You go to it and take out what you need depending for the occasion.

Knowledge Schema is not too relevant at this time of the year as it states the more knowledge you have of something the easier it is to learn new things about that subject. It is easier to try to read words in French rather than Arabic because you have a working knowledge of the Alphabet and how how words and letters sound. Take this on board next year though; reading something about each of your subjects no matter if it is relevant to the topic you are currently studying or not will help you learn new things more quickly.

Revision is like tidying your room so that you know where every piece of clothing is when you need it. 

In any subject it is the same. You need to ensure that you transfer materials from your working memory to your long term memory so you can recall them in the exam hall.

Here are some interesting posts:

http://huntingenglish.wordpress.com/2013/04/07/effective-revision-strategies/

http://huntingenglish.wordpress.com/2013/03/14/effective-exam-revision-drill-baby-drill/

Your revision should focus on spacing your revision at the early stages and cramming as you get closer to the exam. Too much cramming from the beginning of your revision will overload your working memory from the start. No spacing and only cramming will mean that the information is not stored if you take a break or miss a day's revision. So start with weekly revision of a subject starting with basic ideas and testing those the next week before looking at more complicated ideas. In History this could work:

Monday Week 1: Remember Key Dates and Figures of the Crusades

Monday Week 2: Test the previous week's information. If secure move onto remembering the strengths and weaknesses of the key figures.

Monday Week 3: Test the previous two week's information. If secure Analyse the strengths and weaknesses of the key figures.

Etc, Etc

In run up to the exam: Each day for 3-5 days before the exam (depending on your exam timetable) Test yourself and recalling any of the key information.

Each subject relies on basic skills which are built upon to become more complex processes.

In English these are: Information Retrieval, Inference, Analysis, Evaluation in reading.
Basic sentence and word use becoming more creative and sophisticated with more complex uses of vocabulary, punctuation, devices, paragraphs and sentences structure in writing.

10 or 11 Teachers telling you you need to do more / Parents telling you need to do more / Having too many subjects to fit in.

The above cause an overload in Working Memory and you then don't know what you should be doing so you don't do anything. The paralysis of Anxiety.

A good revision timetable is key to this and that is when we can deal with Friends pressuring you to go out etc. as well. Get together with your friends - agree a time and a place and you can also put some time into the timetable yourself so you can go out. Use the time as a reward so once some revision is done then you can go out. If you've got something to look forward to, you'll work harder.

Everyone telling you that this affects the rest of your life.

Your exams are important but they are not the be all and end all of your life. You are lucky that you are in country where you have options. There are re-takes, top up courses, foundation entry degrees and online learning courses that will help you achieve your goals if you are determined enough. Here is a quotation from J.K. Rowling (thanks to @huntingenglish for pointing me in that direction full posting on failing with confidence here:http://huntingenglish.wordpress.com/2013/04/27/failing-with-confidence/)

'Failure gave me an inner security that I had never attained by passing examinations. Failure taught me things about myself that I could have learned no other way. I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies.'

In education you fail more often than you don't. Learning to not make the same mistake twice is at the core of the learning process so embrace failing because it tells you how to get better. You only fail when you don't learn from a mistake you've made.

During The Exam

Well this takes a little bit of practice before the exam as well but there are two key things you need to be able to control.

1) Recognise when your anxiety is impairing your ability to function at the top level.
2) Knowing what to do about it.


I've stood outside English Exam Halls for 7 years now and I hear the same things over and over again:

'I'm going to Fail' 'Sir, I don't know what to do for question x' 'Don't make me do this' 'I can't do this'

These are all cries out for the same thing. They translate as:

'I need a reassuring hug'.

This is fine! It is OK to need reassurance. You are not going to fail, you do know what to do for the question - you've had hours of lessons on it, you can do this!

What these phrases do is increase the doubt in your mind. I'd rather you said:

'I need a reassuring hug' or 'Sir I can do this can't I?'.

Give your mate a hug, tell them they can do it but don't tell them 'it's all right I'm going to fail too'. The language you use before the exam directly influences your stress levels.

Your going to feel anxious throughout the revision period. This (just like revision) gives you the chance to practise managing your anxiety for the exam.

You'll no doubt be reading your notes and you can't understand something you've written and you know it is key: the anxious reaction to this is to chuck your book across the room - scream I can't do it and then sulk.

The stress reducing reaction to this is: to put your book down, take five minutes doing something else and then come back to the subject but do something you know you can do. Spend your time doing that then go back to the page that was bothering you. You now have a better frame of mind to tackle that page. If it still bothers you then you mark it out to show to your teacher and then you move on to something different.

The myth of revision is that you should spend all of your time doing it. You need your childish and distracting breaks to clear your working memory. It needs time to tidy itself and allow you to fill it with the knowledge you need. 30 minutes watching fish can be as valuable as the 30 minutes you spend revising and stressing yourself out.



Write down what you are good at in the subject you are revising, commit this to your long term memory. We all have something we are good at in every subject even if our confidence is low.

I am not confident to touch a drill to build or put something up but I would happily sketch out a diagram showing how to do it.

This is key to managing your stress in the exam.

If that doubt comes into your mind telling you you don't know what to do for a question and you should just leave it and you want to throw the exam paper across the room. Think of the reason you are good at in the subject. Clear your working memory and focus only on that thing you are good at. Look back to the question - focus on each word of it. Write something.

There are other ways at doing this a lucky charm, favourite bracelet etc but give your working memory a chance to clear because ploughing through will result in impaired performance within the work you do carry out.

Anxiety clogs up your working memory so give yourself a chance to clear it.

If you find these problems in the revision period:

1) Lack of Sleep
2) Mood Swings
3) Can't Eat
4) The inability to do the simplest of tasks

Your stress levels are high because of the challenges you are experiencing. The only way you will get rid of these problems is lowering the stress.

So back to the beginning. I looked at the work I'd marked for my class and looked at the zombies that appeared in my classroom. Students who had loved learning ( and English) now counting the seconds until they leave school. It is a horrible time that I wouldn't like to repeat but:

Don't get caught in the trap of Apathy, Inertia and Anxiety manage your stress and challenge and Go with the Flow.







 

Annotating Your Exam Paper - The one with the cute toddler video...


It's a big deal - you are not enjoying this time of the year and rest assured neither are we. I wouldn't want to go back to it at all and it is a horrible shock going from the joy of learning to be hit bang smack in the face with a grade.

Sometimes it is better to give yourself some time where you focus on something simple, childish and joyful. Revision is often more effective when you are relaxed. It will be waiting there after you recharged yourself - but don't forget it.


The best way to stay relaxed is to be prepared. When you are prepared you naturally feel confident and carry this with you. This is one of the biggest factors in an exam-  confident = cool and relaxed: worried = panicked and nervous.

Here is a trick about how to plan your section A answers in 15 minutes maximising your writing time so you can feel prepared and confident before you write.

First Tip - Spend a full 5 minutes per text.

Question 1 / Source 1 - Will always ask you about what you understand about an issue (this is never the whole text).

Step 1 - Scanning the Text.

Scanning is the skill of looking only for information that is relevant. Look for sentences (only sentences not paragraphs) that focus on your issue.

Step 2 - Inference

Your understanding of the text is based on inferences. Draw an arrow from the best 4 sentences you've highlighted and write what can be inferred beside the text.

Step 3 - Language  

You may choose to use this text for Q4 so highlight 4 examples of language that stand out, draw an arrow and write what the effect is at the side of the text.

Question 2 / Source 2 - Will always ask you to analyse the effectiveness of Headline, Sub-heading and Images and their links to the text.

Step 1 - Headlines, Sub-heading, Images

Highlight 4 things that stand out about the Headline, Sub-heading and Images. Write down the effect they have.

Step 2 - Links

Draw arrows from the things you've highlighted to any line in the main body of the text they link to.

Step 3 - Language

You may choose to use this text for Q4 so highlight 4 examples of language that stand out, draw an arrow and write what the effect is at the side of the text. 

 Question 3 / Source 3 - Will always ask you to explain some of the thoughts and feelings of the writer.


Step 1 - Headlines, Sub-heading, Images

Highlight 2 quotations that show thoughts and 2 quotations that show feelings. Draw lines from the text and write down what feelings or thoughts are being shown on the outside.

Step 2 -The Change

There will always be a change in feelings within the text. Put a massive star next to where the thoughts or feelings change to remind yourself to look for it.

Step 3 - Language

You must also use this text for Q4 so highlight 4 examples of language that stand out, draw an arrow and write what the effect is at the side of the text.

If you use the 15 minutes reading time (5 minutes per text) in this way - you will be able to spend every other minute writing and you've got a plan for each answer.

When you get to Question 4 all you have to do is quickly below:

Question 4 / Source 3 + 1 OR 2 - Will always ask you to compare the way writers use language for effect.


Step 1 - Choose your comparative source.

Look carefully at Source 1 and 2 and choose which one your clearest on the effect of the language used (the one where you don't have to make the reader read on written...)

Step 2 - Write

Write your answer - if you're feeling confident then top it off with a little context / purpose.


Spending the time reading effectively will ensure you feel a lot more confident when you are writing. You will come out of the exam with more of a sense of achievement over relief and you can pat yourself on the back and say FANTASTIC





 
 
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