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Showing posts with label Year 11. Show all posts
Showing posts with label Year 11. Show all posts
Symbols
Dear all,
We discussed the information below in class surrounding common symbols in Literature. Here's the information if you want to access it.
1. Colours: Colours often play a role in stories. Usually they represent emotions like love, anger, or sadness. Red is a passionate color that can symbolize love, anger, or passion. Blue can mean tranquility, peace, sadness, and in some cases fear. Yellow can mean spring, like turning over a new leaf, or it can symbolize sunlight or light. Shades of greens and browns can be used for nature, peace, and to give off a sense of hospitality, unless the browns are used in images of deserts which would symbolize a’ death in nature.’
2. Water: It can be religious, like baptism, it can mean purification, or it can even mean death (in instances like drowning).
3. Fire: Fire can represent anger, passion, love, pain or death. It is a symbol used in some cases for rebirth or new life.
4. Night: Night can be used in connection to darkness and acts as a cover over the world and can be used to represent an ‘end of the road.’ It can represent peace or tranquility or it can be as simple as death and darkness concerning the usage of shadows.
5. Day: Literally the opposite of night. With day comes the rising of the sun, representing new life and light. It can be the new beginning for characters or an opportunity for starting over.
6. Light: Light is used for truth, enlightenment, safety, or it can be used as a holy image.
7. Dark: Is a symbols for darkness and hiding, meaning the character may be lying about something.
We discussed the information below in class surrounding common symbols in Literature. Here's the information if you want to access it.
1. Colours: Colours often play a role in stories. Usually they represent emotions like love, anger, or sadness. Red is a passionate color that can symbolize love, anger, or passion. Blue can mean tranquility, peace, sadness, and in some cases fear. Yellow can mean spring, like turning over a new leaf, or it can symbolize sunlight or light. Shades of greens and browns can be used for nature, peace, and to give off a sense of hospitality, unless the browns are used in images of deserts which would symbolize a’ death in nature.’
2. Water: It can be religious, like baptism, it can mean purification, or it can even mean death (in instances like drowning).
3. Fire: Fire can represent anger, passion, love, pain or death. It is a symbol used in some cases for rebirth or new life.
4. Night: Night can be used in connection to darkness and acts as a cover over the world and can be used to represent an ‘end of the road.’ It can represent peace or tranquility or it can be as simple as death and darkness concerning the usage of shadows.
5. Day: Literally the opposite of night. With day comes the rising of the sun, representing new life and light. It can be the new beginning for characters or an opportunity for starting over.
6. Light: Light is used for truth, enlightenment, safety, or it can be used as a holy image.
7. Dark: Is a symbols for darkness and hiding, meaning the character may be lying about something.
Core Exam Timings
Below are the scripts we used for your Walking Talking Mocks.
You can use these to support your revision.
Question 3a
Requirements - 1 Black Pen
1 Highlighter
Write your answer using short notes.
You do not need to use your own words.
Up to 10 marks are available for the content of your answer.
To begin with, you will just focus on 3a. This question asks you to look at passage B and you’re going to have to do some summarising. However, before you read the passage, read the question so you know exactly what you’re looking for.
Highlight the key words from the question.
Now you need to read the passage highlighting or underlining any important information from the text that refers to the topic you’re going to be summarising.
There are 10 marks for content in part A. Therefore, you need to aim to find 10 separate points and jot them down on your paper.
7 MINUTES
Spend 7 minutes reading the text and highlighting those key points, aiming for at least 10 points relating to the question. You MUST read the italic introduction to the text so you understand WHO it has been written by and the CONTEXT.
3 MINUTES
Your next stage is to quickly number the points you have and check you have got 10.
If not, you need to go back to the text and find more - try looking for some implicit answers.
If you have 10 you need to check to make sure they are focused on the correct parts of the question.
By the end of the timer you should have your 10 bullet points completed. Remember you can use focused quotations OR your own words.
Question 3 b)
We'll quickly write this up to gain our final five marks.
3 MINUTES
Return to your bullet points. You are going to plan your summary now.
Take the next 3 minutes to group your bullet points together - these will make up the content of your paragraphs.
Underline any facts, dates, names, places, statistics that cannot be changed into your own words.
10 MINUTES
Now you are ready to write:
The question specifies that you should write about 100 to 150 words in total; that is only one side of A4 so don’t add in any unnecessary explanations. Simply, summarise the information you’ve bullet pointed. Don’t forget to use your own words as much as you possibly can and try and get one or two points in each sentence to be really concise.
Checklist
Include at least 10 points from the text
Tick the points off as you use them
Use your own words where you can
Write in paragraphs
Use complex, compound and complex / compound sentences.
Use discours markers, coordinating and subordinating conjunctions to make your writing sound less list like..
Use the key words from the question throughout your summary.
Check you've been true to the meaning of the text.
You are now 23 minutes into the exam - hopefully you have gained at least 7 - 10 marks from your bullet points and 3-5 marks for your writing.
We are going to move to Question 1:
You will need a highlighter for this.
Part a,b,c focus on certain paragraphs
10 MINUTES
We are going to take 10 minutes reading from paragraph 1 - 6:
Part a) is worth two marks so you need to highlight two things related to the question.
Part b) is worth one mark but you can see there are two bullet points so you will need to find two details.
Part c) i is worth one mark so you will have to find one detail.
Part c) ii is worth two marks and asks you to use your own words therefore you cannot copy from the text. You will need to read and interpret two effects.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
7 MINUTES
Part d,e,f focus on the next paragraphs.
Part d) is worth two marks so you need to highlight two details related to the question.
Part e) is worth two mark and asks you to write what the quotation means in your own words. This means you will have to give two answers.
Part f) is worth one mark so you will need to find one detail that relates to the question.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
10 MINUTES
Now Turn to Part G - You need to choose 3 out of the 4 phrases.
In the next ten minutes you need to do the following:
Look at the phrases now and cross out one phrase where you don't know what the words mean.
Write the letters of your three chosen in the first column of the table.
Go to the paragraph you've been directed to and re-read it highlighting where your chosen phrases have come from.
Write what the words in italics mean in the context of the sentence in the column marked i).
Explain what the phrases tell us about what the writer thinks and write your answer in the column marked ii)
You are now 56 Minutes into the exam hopefully you've added another 13-20 marks to your score from Question 3.
There are now 49 minutes left of the exam.
You can use these to support your revision.
Question 3a
Requirements - 1 Black Pen
1 Highlighter
Write your answer using short notes.
You do not need to use your own words.
Up to 10 marks are available for the content of your answer.
To begin with, you will just focus on 3a. This question asks you to look at passage B and you’re going to have to do some summarising. However, before you read the passage, read the question so you know exactly what you’re looking for.
Highlight the key words from the question.
Now you need to read the passage highlighting or underlining any important information from the text that refers to the topic you’re going to be summarising.
There are 10 marks for content in part A. Therefore, you need to aim to find 10 separate points and jot them down on your paper.
7 MINUTES
Spend 7 minutes reading the text and highlighting those key points, aiming for at least 10 points relating to the question. You MUST read the italic introduction to the text so you understand WHO it has been written by and the CONTEXT.
3 MINUTES
Your next stage is to quickly number the points you have and check you have got 10.
If not, you need to go back to the text and find more - try looking for some implicit answers.
If you have 10 you need to check to make sure they are focused on the correct parts of the question.
By the end of the timer you should have your 10 bullet points completed. Remember you can use focused quotations OR your own words.
Question 3 b)
We'll quickly write this up to gain our final five marks.
3 MINUTES
Return to your bullet points. You are going to plan your summary now.
Take the next 3 minutes to group your bullet points together - these will make up the content of your paragraphs.
Underline any facts, dates, names, places, statistics that cannot be changed into your own words.
10 MINUTES
Now you are ready to write:
The question specifies that you should write about 100 to 150 words in total; that is only one side of A4 so don’t add in any unnecessary explanations. Simply, summarise the information you’ve bullet pointed. Don’t forget to use your own words as much as you possibly can and try and get one or two points in each sentence to be really concise.
Checklist
Include at least 10 points from the text
Tick the points off as you use them
Use your own words where you can
Write in paragraphs
Use complex, compound and complex / compound sentences.
Use discours markers, coordinating and subordinating conjunctions to make your writing sound less list like..
Use the key words from the question throughout your summary.
Check you've been true to the meaning of the text.
You are now 23 minutes into the exam - hopefully you have gained at least 7 - 10 marks from your bullet points and 3-5 marks for your writing.
We are going to move to Question 1:
You will need a highlighter for this.
Part a,b,c focus on certain paragraphs
10 MINUTES
We are going to take 10 minutes reading from paragraph 1 - 6:
Part a) is worth two marks so you need to highlight two things related to the question.
Part b) is worth one mark but you can see there are two bullet points so you will need to find two details.
Part c) i is worth one mark so you will have to find one detail.
Part c) ii is worth two marks and asks you to use your own words therefore you cannot copy from the text. You will need to read and interpret two effects.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
7 MINUTES
Part d,e,f focus on the next paragraphs.
Part d) is worth two marks so you need to highlight two details related to the question.
Part e) is worth two mark and asks you to write what the quotation means in your own words. This means you will have to give two answers.
Part f) is worth one mark so you will need to find one detail that relates to the question.
3 MINUTES
Quickly write your answers down ensuring you have enough points.
10 MINUTES
Now Turn to Part G - You need to choose 3 out of the 4 phrases.
In the next ten minutes you need to do the following:
Look at the phrases now and cross out one phrase where you don't know what the words mean.
Write the letters of your three chosen in the first column of the table.
Go to the paragraph you've been directed to and re-read it highlighting where your chosen phrases have come from.
Write what the words in italics mean in the context of the sentence in the column marked i).
Explain what the phrases tell us about what the writer thinks and write your answer in the column marked ii)
You are now 56 Minutes into the exam hopefully you've added another 13-20 marks to your score from Question 3.
There are now 49 minutes left of the exam.
We are going to move to Question 2:
10 MINUTES
You need three highlighters (or different coloured pens).
Look at the bullet points for the question - underline each one in a different colour. Call these A1, A2, A3. Circle the form you are writing in and who you are writing as.
Read the text highlighting the passage as you go along. You have ten minutes and there are time reminders below.
Time reminders:
1 minute: You should have between 1 and 2 points underlined.
3 minutes: You should have between 3 and 4 points underlined.
6 minutes: You should have between 5 and 6 points underlined.
9 minutes: You should have between 7 and 9 points underlined. If you have finished, you need to go through and find MORE points to underline.
7 MINUTES
Draw a quick grid with 3 columns, with headings of A1, A2 and A3. Now write down the points you have for A1, A2 and A3. Count up how many you have in each column.
Are they equally covered? If not, go back into the passage and find some more points. Do that now.
Now look at the points you have made for A1 and A2 and A3. Can you add DETAILS from the passage to each of your points? DETAILS are facts – names of people, place names, temperatures or any factual details you have from the passage. Do this now.
1- 4 minutes - List your ideas in a grid.
4-7 minutes - Add Facts to your bullet points.
3 MINUTES
Now try and add DEVELOPMENT to each of your points – DEVELOPMENT is often an emotional response to the A1/A2/A3 point. You will get marks for developing the ideas in the text but you MUST stay true to the original. With this question, it is not just about taking information from the text and putting it in your own words; it’s also about inferring from these points so that you can develop them.
25 MINUTES
You have to include all of the information you have underlined and included in your table. As you include it, tick it off.
The best tip is to try and put a each bullet point into every paragraph.
Before you begin, look back to the question to check how you have to start:
Don’t forget, include all of the key points you have underlined and planned in your table and tick them off as you go, develop the ideas, making inferences about thoughts and feelings your character might have had but stay true to the text and remember to write carefully, using paragraphs, high level vocabulary and correct punctuation.
Include high level vocabulary - make sure it is in your own words.
Include your key points
Tick the points off as you use them
Make sure you include DETAILS (facts from the passage)
Extend on each of the points you make (DEVELOPMENT emotions)
Check you 've been true to the meaning of the text
Check you' ve covered all 3 bullet points
You need three highlighters (or different coloured pens).
Look at the bullet points for the question - underline each one in a different colour. Call these A1, A2, A3. Circle the form you are writing in and who you are writing as.
Read the text highlighting the passage as you go along. You have ten minutes and there are time reminders below.
Time reminders:
1 minute: You should have between 1 and 2 points underlined.
3 minutes: You should have between 3 and 4 points underlined.
6 minutes: You should have between 5 and 6 points underlined.
9 minutes: You should have between 7 and 9 points underlined. If you have finished, you need to go through and find MORE points to underline.
7 MINUTES
Draw a quick grid with 3 columns, with headings of A1, A2 and A3. Now write down the points you have for A1, A2 and A3. Count up how many you have in each column.
Are they equally covered? If not, go back into the passage and find some more points. Do that now.
Now look at the points you have made for A1 and A2 and A3. Can you add DETAILS from the passage to each of your points? DETAILS are facts – names of people, place names, temperatures or any factual details you have from the passage. Do this now.
1- 4 minutes - List your ideas in a grid.
4-7 minutes - Add Facts to your bullet points.
3 MINUTES
Now try and add DEVELOPMENT to each of your points – DEVELOPMENT is often an emotional response to the A1/A2/A3 point. You will get marks for developing the ideas in the text but you MUST stay true to the original. With this question, it is not just about taking information from the text and putting it in your own words; it’s also about inferring from these points so that you can develop them.
25 MINUTES
You have to include all of the information you have underlined and included in your table. As you include it, tick it off.
The best tip is to try and put a each bullet point into every paragraph.
Before you begin, look back to the question to check how you have to start:
Don’t forget, include all of the key points you have underlined and planned in your table and tick them off as you go, develop the ideas, making inferences about thoughts and feelings your character might have had but stay true to the text and remember to write carefully, using paragraphs, high level vocabulary and correct punctuation.
Include high level vocabulary - make sure it is in your own words.
Include your key points
Tick the points off as you use them
Make sure you include DETAILS (facts from the passage)
Extend on each of the points you make (DEVELOPMENT emotions)
Check you 've been true to the meaning of the text
Check you' ve covered all 3 bullet points
4 MINUTES
You've now got 4 minutes to check over your exam. Hopefully you have gained at least 7 - 10 marks from your bullet point writing and 3-5 marks for your writing.
33 - 50 marks should give you a C grade.
Parent Corner
As teachers we know how stressful it can be watching students go through exam season but we also know that stress is more often than not vented at home rather than in the classroom. It is difficult to know what to do especially as you don't know the syllabus requirements or the best way to revise or when the exams are.
This post is aimed at supporting parents in helping their students prepare for the English exams at home.
This year all Year 11 will have exams on Tuesday May the 5th. This is a reading exam.
Some but not all Year 11 students will have a writing exam on Friday 8th May.
All Year 10s and some Year 11 students will have Literature exams on Monday 18th and Friday 22nd of May.
The best way students can revise at this stage is by carrying out practice questions which all students have had set as homework.
There are a number of posts on this blog with guides on developing exam answers and there are links to a range of revision videos.
If you have any questions about the examination period or supporting your child's revision, you can post a comment below.
This post is aimed at supporting parents in helping their students prepare for the English exams at home.
This year all Year 11 will have exams on Tuesday May the 5th. This is a reading exam.
Some but not all Year 11 students will have a writing exam on Friday 8th May.
All Year 10s and some Year 11 students will have Literature exams on Monday 18th and Friday 22nd of May.
The best way students can revise at this stage is by carrying out practice questions which all students have had set as homework.
There are a number of posts on this blog with guides on developing exam answers and there are links to a range of revision videos.
If you have any questions about the examination period or supporting your child's revision, you can post a comment below.
Extended Exam Timings
Below are the scripts we used for your Walking Talking Mocks.
You can use these to support your revision.
Question 3a
Requirements - 1 Black Pen
1 Highlighter
Write your answer using short notes.
You do not need to use your own words.
Up to 15 marks are available for the content of your answer.
To begin with, you will just focus on 3a. This question asks you to look at passage B and you’re going to have to do some summarising. However, before you read the passage, read the question so you know exactly what you’re looking for.
Highlight the key words from the question.
Now you need to read the passage highlighting or underlining any important information from the text that refers to the topic you’re going to be summarising.
There are 15 marks for content in part A. Therefore, you need to aim to find 15 separate points and jot them down on your paper.
10 MINUTES
Spend 10 minutes reading the text and highlighting those key points, aiming for at least 15 points relating to the question. You MUST read the italic introduction to the text so you understand WHO it has been written by and the CONTEXT.
5 MINUTES
Your next stage is to quickly number the points you have and check you have got 15.
If not, you need to go back to the text and find more - try looking for some implicit answers.
If you have 15 you need to check to make sure they are focused on the correct parts of the question.
By the end of the timer you should have your 15 bullet points completed. Remember you can use focused quotations OR your own words.
Move to Question 1
10 MINUTES
You need three highlighters (or different coloured pens).
Look at the bullet points for the question - underline each one in a different colour. Call these A1, A2, A3. Circle the form you are writing in and who you are writing as.
Read the text highlighting the passage as you go along. You have ten minutes and there are time reminders below.
Time reminders:
1 minute: You should have between 1 and 2 points underlined.
3 minutes: You should have between 5 and 8 points underlined.
6 minutes: You should have between 9 and 12 points underlined.
9 minutes: You should have between 13 and 15 points underlined. If you have finished, you need to go through and find MORE points to underline.
5 MINUTES
Draw a quick grid with 3 columns, with headings of A1, A2 and A3. Now write down the points you have for A1, A2 and A3. Count up how many you have in each column.
Are they equally covered? If not, go back into the passage and find some more points. Do that now.
Now look at the points you have made for A1 and A2 and A3. Can you add DETAILS from the passage to each of your points? DETAILS are facts – names of people, place names, temperatures or any factual details you have from the passage. Do this now.
1- 2 minutes - List your ideas in a grid.
3-5 minutes - Add Facts to your bullet points.
5 MINUTES
Now try and add DEVELOPMENT to each of your points – DEVELOPMENT is often an emotional response to the A1/A2/A3 point. You will get marks for developing the ideas in the text but you MUST stay true to the original. With this question, it is not just about taking information from the text and putting it in your own words; it’s also about inferring from these points so that you can develop them.
1-2 Minutes - Add emotions to A1 / A2
3-5 Minutes - Add emotions to A3
30 MINUTES
You have to include all of the information you have underlined and included in your table. As you include it, tick it off.
The best tip is to try and put a each bullet point into every paragraph.
Before you begin, look back to the question to check how you have to start:
Don’t forget, include all of the key points you have underlined and planned in your table and tick them off as you go, develop the ideas, making inferences about thoughts and feelings your character might have had but stay true to the text and remember to write carefully, using paragraphs, high level vocabulary and correct punctuation.
Include high level vocabulary - make sure it is in your own words.
Include your key points
Tick the points off as you use them
Make sure you include DETAILS (facts from the passage)
Extend on each of the points you make (DEVELOPMENT emotions)
Check you 've been true to the meaning of the text
Check you' ve covered all 3 bullet points
10 MINUTES
Check your plan to make sure you have a balance of all bullet points. Spend the last 10 minutes making sure you finish the question with even coverage.
You are now 1hr 15 minutes into the exam.
You have answered 35 marks out of the possible 50.
You now have 45 minutes to complete the final 15 marks.
Hopefully you have gained between 23 - 35 marks so far.
Q3a: 10 - 15 marks.
Q1 Reading: 10 - 15 marks.
Q1 Writing: 3- 5 marks
Move to Question 2 - Requires 1 or 2 Highlighters
5 MINUTES
First things first - put a box around the paragraphs you need to analyse and note the key words in the question.
In five minutes - Decide what effect each paragraph has (This will be your point for part a and b).
Highlight the 8 words or phrases you are going to use. Make a rough note of the meaning in context.
Remember - there should be some words used to create specific pictures (imagery).
20 MINUTES
You are now looking to write up your answer to the question. You have 20 minutes to do so:
Remember to put part a and part b where you begin each section.
Use the checklist below:
Make a clear point about language.
Use your word / phrase (preferably embedded in the sentence).
Define the meaning of the word in the context of the sentence.
Analyse (and evaluate) your word / phrase focusing on specific effect.
Key hint: Remember if all your quotations link to the same point instead of writing the point each time you can write things like 'this is further developed' etc.
e.g. The writer creates fear...
This is further emphasied...
This is developed in...
This idea is continued...
Return to Question 3 b)
5 MINUTES
We'll quickly write this up to gain our final five marks.
Return to your bullet points. You are going to plan your summary now.
Take the next 5 minutes to group your bullet points together - these will make up the content of your paragraphs.
Underline any facts, dates, names, places, statistics that cannot be changed into your own words.
15 MINUTES
Now you are ready to write:
The question specifies that you should write about 200 to 250 words in total; that is only one side of A4 so don’t add in any unnecessary explanations. Simply, summarise the information you’ve bullet pointed. Don’t forget to use your own words as much as you possibly can and try and get one or two points in each sentence to be really concise.
Checklist
Include at least 15 points from the text
Tick the points off as you use them
Use your own words where you can
Write in paragraphs
Use complex, compound and complex / compound sentences.
Use discours markers, coordinating and subordinating conjunctions to make your writing sound less list like..
Use the key words from the question throughout your summary.
Check you've been true to the meaning of the text.
If you complete this before the time is up, make sure you have 15 bullet points, check you have covered each bullet point in Question 1 and they are balanced.
You've now completed the mock:
Hopefully you have gained:
Q1 Reading: 10-15 Marks
Q1 Writing: 3 - 5 Marks
Q2: 7 - 10 Marks
Q3 a) :10-15 Marks
Q3 b) : 3 - 5 Marks
33 Marks + will gain you a secure B pushing to an A.
You can use these to support your revision.
Question 3a
Requirements - 1 Black Pen
1 Highlighter
Write your answer using short notes.
You do not need to use your own words.
Up to 15 marks are available for the content of your answer.
To begin with, you will just focus on 3a. This question asks you to look at passage B and you’re going to have to do some summarising. However, before you read the passage, read the question so you know exactly what you’re looking for.
Highlight the key words from the question.
Now you need to read the passage highlighting or underlining any important information from the text that refers to the topic you’re going to be summarising.
There are 15 marks for content in part A. Therefore, you need to aim to find 15 separate points and jot them down on your paper.
10 MINUTES
Spend 10 minutes reading the text and highlighting those key points, aiming for at least 15 points relating to the question. You MUST read the italic introduction to the text so you understand WHO it has been written by and the CONTEXT.
5 MINUTES
Your next stage is to quickly number the points you have and check you have got 15.
If not, you need to go back to the text and find more - try looking for some implicit answers.
If you have 15 you need to check to make sure they are focused on the correct parts of the question.
By the end of the timer you should have your 15 bullet points completed. Remember you can use focused quotations OR your own words.
Move to Question 1
10 MINUTES
You need three highlighters (or different coloured pens).
Look at the bullet points for the question - underline each one in a different colour. Call these A1, A2, A3. Circle the form you are writing in and who you are writing as.
Read the text highlighting the passage as you go along. You have ten minutes and there are time reminders below.
Time reminders:
1 minute: You should have between 1 and 2 points underlined.
3 minutes: You should have between 5 and 8 points underlined.
6 minutes: You should have between 9 and 12 points underlined.
9 minutes: You should have between 13 and 15 points underlined. If you have finished, you need to go through and find MORE points to underline.
5 MINUTES
Draw a quick grid with 3 columns, with headings of A1, A2 and A3. Now write down the points you have for A1, A2 and A3. Count up how many you have in each column.
Are they equally covered? If not, go back into the passage and find some more points. Do that now.
Now look at the points you have made for A1 and A2 and A3. Can you add DETAILS from the passage to each of your points? DETAILS are facts – names of people, place names, temperatures or any factual details you have from the passage. Do this now.
1- 2 minutes - List your ideas in a grid.
3-5 minutes - Add Facts to your bullet points.
5 MINUTES
Now try and add DEVELOPMENT to each of your points – DEVELOPMENT is often an emotional response to the A1/A2/A3 point. You will get marks for developing the ideas in the text but you MUST stay true to the original. With this question, it is not just about taking information from the text and putting it in your own words; it’s also about inferring from these points so that you can develop them.
1-2 Minutes - Add emotions to A1 / A2
3-5 Minutes - Add emotions to A3
30 MINUTES
You have to include all of the information you have underlined and included in your table. As you include it, tick it off.
The best tip is to try and put a each bullet point into every paragraph.
Before you begin, look back to the question to check how you have to start:
Don’t forget, include all of the key points you have underlined and planned in your table and tick them off as you go, develop the ideas, making inferences about thoughts and feelings your character might have had but stay true to the text and remember to write carefully, using paragraphs, high level vocabulary and correct punctuation.
Include high level vocabulary - make sure it is in your own words.
Include your key points
Tick the points off as you use them
Make sure you include DETAILS (facts from the passage)
Extend on each of the points you make (DEVELOPMENT emotions)
Check you 've been true to the meaning of the text
Check you' ve covered all 3 bullet points
10 MINUTES
Check your plan to make sure you have a balance of all bullet points. Spend the last 10 minutes making sure you finish the question with even coverage.
You are now 1hr 15 minutes into the exam.
You have answered 35 marks out of the possible 50.
You now have 45 minutes to complete the final 15 marks.
Hopefully you have gained between 23 - 35 marks so far.
Q3a: 10 - 15 marks.
Q1 Reading: 10 - 15 marks.
Q1 Writing: 3- 5 marks
Move to Question 2 - Requires 1 or 2 Highlighters
5 MINUTES
First things first - put a box around the paragraphs you need to analyse and note the key words in the question.
In five minutes - Decide what effect each paragraph has (This will be your point for part a and b).
Highlight the 8 words or phrases you are going to use. Make a rough note of the meaning in context.
Remember - there should be some words used to create specific pictures (imagery).
20 MINUTES
You are now looking to write up your answer to the question. You have 20 minutes to do so:
Remember to put part a and part b where you begin each section.
Use the checklist below:
Make a clear point about language.
Use your word / phrase (preferably embedded in the sentence).
Define the meaning of the word in the context of the sentence.
Analyse (and evaluate) your word / phrase focusing on specific effect.
Key hint: Remember if all your quotations link to the same point instead of writing the point each time you can write things like 'this is further developed' etc.
e.g. The writer creates fear...
This is further emphasied...
This is developed in...
This idea is continued...
Return to Question 3 b)
5 MINUTES
We'll quickly write this up to gain our final five marks.
Return to your bullet points. You are going to plan your summary now.
Take the next 5 minutes to group your bullet points together - these will make up the content of your paragraphs.
Underline any facts, dates, names, places, statistics that cannot be changed into your own words.
15 MINUTES
Now you are ready to write:
The question specifies that you should write about 200 to 250 words in total; that is only one side of A4 so don’t add in any unnecessary explanations. Simply, summarise the information you’ve bullet pointed. Don’t forget to use your own words as much as you possibly can and try and get one or two points in each sentence to be really concise.
Checklist
Include at least 15 points from the text
Tick the points off as you use them
Use your own words where you can
Write in paragraphs
Use complex, compound and complex / compound sentences.
Use discours markers, coordinating and subordinating conjunctions to make your writing sound less list like..
Use the key words from the question throughout your summary.
Check you've been true to the meaning of the text.
If you complete this before the time is up, make sure you have 15 bullet points, check you have covered each bullet point in Question 1 and they are balanced.
You've now completed the mock:
Hopefully you have gained:
Q1 Reading: 10-15 Marks
Q1 Writing: 3 - 5 Marks
Q2: 7 - 10 Marks
Q3 a) :10-15 Marks
Q3 b) : 3 - 5 Marks
33 Marks + will gain you a secure B pushing to an A.
Argument Writing Grade Ladder - Ladders, Pyramids and Cherries
The grade ladders have been useful in targeting top level skills and applying them in our work.
This is a particularly effective way at building your grade because it gives you a hierarchy. If you think of the ladder as a pyramid (too many metaphors?) then you will find most of Rung 1 in your work with examples of higher level skills as you go through to Rung 5 where you will be showing judicious (well judged) examples of top level devices, sentences, punctuation, paragraphs and vocabulary (the cherry on the top of the cake if you will- somebody stop me with these metaphors!).
Overall - it is a good way to plan and benchmark your work. Make sure you try to use examples of as much the skills as possible (as long as they make sense). Happy preparation and enjoy.
If you are interested - you can test your knowledge of each rung by looking at my take on the Scottish Referendum below. Post the quotations and the features they contain in the comments section.
This is a particularly effective way at building your grade because it gives you a hierarchy. If you think of the ladder as a pyramid (too many metaphors?) then you will find most of Rung 1 in your work with examples of higher level skills as you go through to Rung 5 where you will be showing judicious (well judged) examples of top level devices, sentences, punctuation, paragraphs and vocabulary (the cherry on the top of the cake if you will- somebody stop me with these metaphors!).
Overall - it is a good way to plan and benchmark your work. Make sure you try to use examples of as much the skills as possible (as long as they make sense). Happy preparation and enjoy.
If you are interested - you can test your knowledge of each rung by looking at my take on the Scottish Referendum below. Post the quotations and the features they contain in the comments section.
Paragraphs
|
Rung
|
The content of paragraphs is shaped for effect exploring and
returning to arguments.
|
5
|
Paragraphs are linked cohesively by discourse markers
|
4
|
Paragraphs contain a range of facts and opinions.
|
3
|
Paragraphs focus on one piece of information with a clear topic
sentence
|
2
|
Work is Paragraphed
|
1
|
Sentences
|
Rung
|
Sentence lengths are crafted for effect with use of high level
structural devices such as anaphora and parison.
|
5
|
Sentences include adverbial clauses prepositions and noun phrases.
|
4
|
Sentences balance interrogative, exclamatory, declarative and
imperative to convey an argument.
|
3
|
Sentences are mostly complex.
|
2
|
Sentences contain subject, finite verb and object.
|
1
|
Devices
|
Rung
|
Work shows
evidence of choice of devices for specific effect. (Could include Irony or
Satire)
|
5
|
Work includes
Anecdotes, Hyperbole and Triadic Structure.
|
4
|
Work includes Persuasive Devices Rhetorical Questions, Personal Pronouns)
|
3
|
Work is balanced
with positive and negative metaphors to show opinions.
|
2
|
Work use Adjectives and Adverbs.
|
1
|
Vocabulary
|
Rung
|
Judicious use of
complex Negative and Positive Language show balance but hints at a
preference.
|
5
|
Highly Complex language used accurately and where appropriate
throughout.
|
4
|
Vocabulary
includes subordinators to show balance and language of the expert.
|
3
|
Vocabulary clearly shows point of view.
|
2
|
Every day vocabulary is used accurately (including Spelling)
|
1
|
Punctuation
|
Rung
|
Accurate use of the full range of
punctuation including more complex punctuation used for effect. (Semi-colon
and Colon)
|
5
|
Accurate use of punctuation with
ellipsis, dashes and brackets used for effect.
|
4
|
Accurate use of
punctuation with question marks and exclamation marks used for effect.
|
3
|
Accurate use of simple punctuation
including commas.
|
2
|
Accurate use of Capital Letters and full stops.
|
1
|
Should Scotland become
an Independent Country?
After a well fought referendum campaign from both sides of
the debate, the one thing that is clear is that the question of Scottish independence
is yet to be fully answered. On one side we have the YES campaign who appeal to
the heart with arguments of geographical autonomy, nationalism and patriotism;
the NO campaign appeal to the head with arguments of history, family and
finance. Both sides argued with passion that the fate of a nation lay together
or apart; as a whole or fraction; united or disunited. Now that the dust has
settled, are we any closer to the right answer?
The crux of the argument from the unionists was that
Scotland did not have the monetary power to go it alone. No one wants to see
five million people look hungrily over the border as the welfare state,
pensions and the NHS fell apart around it. It was fundamental that they proved
that Scotland would be worse off without the U.K. The irony here is that in
proving that Scotland needed the support of the United Kingdom, the NO campaign
may have sparked the independence debate in England. An overlooked but
undoubtedly important idea within the debate was would the rest of Great
Britain have been worse off without Scotland?
Here is where the YES campaign fought. They attempted to
prove that Scotland would be a wealthy utopia creating a fair and equal society
where everyone prospered. Reaching out to the all corners of Scotland, they
created a narrative of prosperity where people would be better off each year to
the same amount of money as the NO campaign said they would lose: in the ‘People’s
Republic of Scotland’ no one would go without and everyone would be equal. It
was a view of a society you should believe in. It was a view of a society you could
believe in and they persuaded 45% of the voters that it was a model of society
you can achieve.
However, the mudslinging of modern politics sullied the
views put forward by both sides. Although the NO campaign highlighted that Scotland
may not be able to afford a state of the art NHS and crumbling hospitals would
be common place, the Conservative and Labour parties had presided over a
dismantling of the NHS that left many hospitals running at huge losses. While
the YES campaign pointed out appalling child poverty in areas of Scotland, they
neglected to highlight they’ve had the devolved power to deal with this since
2007.
As the referendum drew closer, the back and forth of claim
and counter claim became tedious leading the majority of voters to take to
finding the facts and discussing these in the pubs, clubs and social networks. The
negativity of the NO campaign (can a NO campaign be anything but negative?) put
me and many voters off. Don’t tell me what I will lose if I vote no, tell me
what I will gain!
In the end, I believed that Scotland could cope alone and
should have the ambition to do so. I wanted a society that was shaped by those
with the nation’s interests at their heart. I wanted a society that was driven
to innovate rather than complacently relying on others and I wanted a new nation
that my daughter could shape rather than become a cog in an out-dated and under-reformed
elitist institution. For me, it was simple: I wanted a nation that looked after
everyone and only the YES campaign gave me that option. Scotland should be an
independent country.
Writing MOT 2014
You will now be receiving your writing MOT that evaluates the skills you have shown in coursework drafts and classwork. Below are the criteria for accessing each grade so you can reference this as you work through your re-drafts.
The key academic language referenced in the vocabulary section is found here
Below E Grade
Spelling - Your work contains frequent errors in simple spelling.
Punctuation - You often use commas where you should use full stops and may miss out capital letters in proper nouns or at the beginning of sentences.
Vocabulary - You mostly use informal language in your work. You are able to recognise and use fewer than 100 common academic words.
Sentence Structures - Your sentences are rarely broken up with punctuation.
Devices - Your work sometimes contains adjectives / adverbs to add detail.
Paragraphs - You often forget to paragraph.
Grammar - You write the way you would speak without modifying your work. You might use informal words like 'kinda' or 'gonna' and sometimes your work doesn't make grammatical sense 'leaving the house.'.
E Grade
Spelling - You make regular errors with simple words and often make mistakes with homophones such as 'their, there and there'.
Punctuation - You use simple punctuation in your work but often use commas where you should use full stops and may miss out capital letters in proper nouns or at the beginning of sentences. You may miss out question marks in questions.
Vocabulary - You use everyday words consistently but often use some informal language in your work. You are able to recognise and use 100 - 134 common academic words
Sentence Structures - Your sentences are mostly simple or compound and you don't always punctuate your longer sentences accurately. Your complex sentences mostly have subordinate clauses at the end of the sentence.
Devices - Your work will contain adjectives / adverbs to add detail. You do not use devices for effect.
Paragraphs - You break your work into even sized chunks of text without organising your work into paragraphs of similar topics. Paragraphs are often single sentences that need breaking up with punctuation.
Grammar- You write the way you would speak without modifying your work. You might use informal words like 'kinda' or 'gonna' and you often mix your tenses without meaning to.
D Grade
Spelling - You can spell most simple words correctly and sometimes make mistakes with homophones such as 'their, there and there'.
Punctuation - You use simple punctuation in your work but often use commas where you should use full stops and may miss out capital letters in proper nouns or at the beginning of sentences.
Vocabulary - You use everyday words consistently but don't always consider the effect of the words you use. You are able to recognise and use between 135 - 174 common academic words.
Sentence Structures - Your sentences are mostly accurate but you don't think about the effect of the sentences you choose. Your complex sentences mostly rely on subordinate clauses at the beginning of your sentences.
Devices - Your work will contain adjectives / adverbs for effect and you may use some similes / rhetorical questions. You do not use devices for effect.
Paragraphs - You break your work into logical blocks but these are not always correct.
Grammar - Your writing is mostly informal and you might make mistakes with agreement such as 'we was' instead of 'we were'.
C Grade
Spelling - Your spelling across all common words and words with increasingly complex patterns is accurate. When your spelling is incorrect it is close.
Punctuation - You use a range of punctuation accurately but have errors in your use of semi-colons, colons, dashes.
Vocabulary - You use everyday words consistently and use vocabulary to achieve effects. You are able to recognise and use 175 - 214 common academic words.
Sentence Structures - You write using a range of sentence types and lengths and strive to create effects with your use of sentences which you often achieve. You can create sentences with subordinate, adverbial and embedded clauses.
Devices - You understand which devices are appropriate for the purpose of your text and often use these for effect.
Paragraphs - Paragraphs have clear topic sentences and are split into logical blocks though not always accurately.
Grammar - Your writing is more formal. You are able to use the correct form of the verb for the subject of your sentence but often write in a colloquial way e.g. 'Any things identified will be removed.' rather than 'Any objects that are identified will be removed.'
'There was this man' rather than 'There was a man.'
B Grade
Spelling - Your spelling is always accurate including words with complex patterns. Your only errors are more unusual words.
Punctuation - You use a full range of punctuation in your work accurately and often for effect.
Vocabulary - You your vocabulary is always used for effect and you are using some more complex vocabulary. You are able to recognise and use 215 - 254 common academic words.
Sentence Structures - Your sentences structures are always accurate and mostly used for effect. You are able to use longer and shorter sentences to create tension / indicate tone. You are able to create complex compound sentences.
Devices - Your are able to use a range of devices and match these to the purpose of tasks to consistently create effects. You may use devices such as oxymoron, hyperbole, triadic structure confidently for effect.
Paragraphs - Paragraphs have clear topic sentences and are mostly accurate with attempts to vary length for effect.
Grammar - Your writing is formal and confident. You may make errors in nouns / verbs such as 'practice / practise' 'effect / affect' 'advice / advise'.
A Grade
Spelling - Your spelling is always accurate including words with complex patterns. You often spell unusual words accurately.
Punctuation - You use a full range of punctuation accurately and for effect.
Vocabulary - You are able to use a range of high level vocabulary for effect but the construction of the word might not be appropriate in the context of the sentence. You are able to recognise and use 255 - 299 common academic words.
Sentence Structures - Your sentences are well chosen, varied and used for specific effects. You are able to develop multi-clause complex compound sentences.
Devices - Your work will contains a range of more sophisticated devices that are appropriate to the purpose of the task. These may include extended metaphors, semantic field and paradox.
Paragraphs - Paragraphs are always accurate with clearly signaled arguments and variation in length for effect. You may use your paragraphs to juxtapose content.
Grammar - Your writing is always in a formal tone. You may make mistakes such as 'could of' instead of 'could have' or mix up fewer and less.
A* Grade
Spelling - Your spelling is always accurate including high level sophisticated vocabulary
Punctuation - You use a full range of punctuation accurately creating subtle / sophisticated effects.
Vocabulary - You are able to use a range of high level vocabulary for effect which is always used appropriately and for effect. You are able to recognise and use more than 300 common academic words.
Sentence Structures - Your sentences are well chosen, varied and used for specific effects. You are able to create multi clause complex compound sentences. You achieve sophisticated effects with the construction of your sentences often juxtaposing ideas or using structural devices such as anaphora or parison.
Devices - Your work will contains a range of more sophisticated devices that are appropriate to the purpose of the task. These may include extended metaphors, semantic field and paradox. You are able to subtly vary the tone of your work with your choices.
Paragraphs - Paragraphs are always accurate with clearly signaled arguments, variation in length and juxtaposition of paragraphs for deliberate effect.
Grammar - Your are able to write effectively in a formal register but have the ability to use an informal register to vary tone and pathos for sophisticated effects.
The key academic language referenced in the vocabulary section is found here
Below E Grade
Spelling - Your work contains frequent errors in simple spelling.
Punctuation - You often use commas where you should use full stops and may miss out capital letters in proper nouns or at the beginning of sentences.
Vocabulary - You mostly use informal language in your work. You are able to recognise and use fewer than 100 common academic words.
Sentence Structures - Your sentences are rarely broken up with punctuation.
Devices - Your work sometimes contains adjectives / adverbs to add detail.
Paragraphs - You often forget to paragraph.
Grammar - You write the way you would speak without modifying your work. You might use informal words like 'kinda' or 'gonna' and sometimes your work doesn't make grammatical sense 'leaving the house.'.
E Grade
Spelling - You make regular errors with simple words and often make mistakes with homophones such as 'their, there and there'.
Punctuation - You use simple punctuation in your work but often use commas where you should use full stops and may miss out capital letters in proper nouns or at the beginning of sentences. You may miss out question marks in questions.
Vocabulary - You use everyday words consistently but often use some informal language in your work. You are able to recognise and use 100 - 134 common academic words
Sentence Structures - Your sentences are mostly simple or compound and you don't always punctuate your longer sentences accurately. Your complex sentences mostly have subordinate clauses at the end of the sentence.
Devices - Your work will contain adjectives / adverbs to add detail. You do not use devices for effect.
Paragraphs - You break your work into even sized chunks of text without organising your work into paragraphs of similar topics. Paragraphs are often single sentences that need breaking up with punctuation.
Grammar- You write the way you would speak without modifying your work. You might use informal words like 'kinda' or 'gonna' and you often mix your tenses without meaning to.
D Grade
Spelling - You can spell most simple words correctly and sometimes make mistakes with homophones such as 'their, there and there'.
Punctuation - You use simple punctuation in your work but often use commas where you should use full stops and may miss out capital letters in proper nouns or at the beginning of sentences.
Vocabulary - You use everyday words consistently but don't always consider the effect of the words you use. You are able to recognise and use between 135 - 174 common academic words.
Sentence Structures - Your sentences are mostly accurate but you don't think about the effect of the sentences you choose. Your complex sentences mostly rely on subordinate clauses at the beginning of your sentences.
Devices - Your work will contain adjectives / adverbs for effect and you may use some similes / rhetorical questions. You do not use devices for effect.
Paragraphs - You break your work into logical blocks but these are not always correct.
Grammar - Your writing is mostly informal and you might make mistakes with agreement such as 'we was' instead of 'we were'.
C Grade
Spelling - Your spelling across all common words and words with increasingly complex patterns is accurate. When your spelling is incorrect it is close.
Punctuation - You use a range of punctuation accurately but have errors in your use of semi-colons, colons, dashes.
Vocabulary - You use everyday words consistently and use vocabulary to achieve effects. You are able to recognise and use 175 - 214 common academic words.
Sentence Structures - You write using a range of sentence types and lengths and strive to create effects with your use of sentences which you often achieve. You can create sentences with subordinate, adverbial and embedded clauses.
Devices - You understand which devices are appropriate for the purpose of your text and often use these for effect.
Paragraphs - Paragraphs have clear topic sentences and are split into logical blocks though not always accurately.
Grammar - Your writing is more formal. You are able to use the correct form of the verb for the subject of your sentence but often write in a colloquial way e.g. 'Any things identified will be removed.' rather than 'Any objects that are identified will be removed.'
'There was this man' rather than 'There was a man.'
B Grade
Spelling - Your spelling is always accurate including words with complex patterns. Your only errors are more unusual words.
Punctuation - You use a full range of punctuation in your work accurately and often for effect.
Vocabulary - You your vocabulary is always used for effect and you are using some more complex vocabulary. You are able to recognise and use 215 - 254 common academic words.
Sentence Structures - Your sentences structures are always accurate and mostly used for effect. You are able to use longer and shorter sentences to create tension / indicate tone. You are able to create complex compound sentences.
Devices - Your are able to use a range of devices and match these to the purpose of tasks to consistently create effects. You may use devices such as oxymoron, hyperbole, triadic structure confidently for effect.
Paragraphs - Paragraphs have clear topic sentences and are mostly accurate with attempts to vary length for effect.
Grammar - Your writing is formal and confident. You may make errors in nouns / verbs such as 'practice / practise' 'effect / affect' 'advice / advise'.
A Grade
Spelling - Your spelling is always accurate including words with complex patterns. You often spell unusual words accurately.
Punctuation - You use a full range of punctuation accurately and for effect.
Vocabulary - You are able to use a range of high level vocabulary for effect but the construction of the word might not be appropriate in the context of the sentence. You are able to recognise and use 255 - 299 common academic words.
Sentence Structures - Your sentences are well chosen, varied and used for specific effects. You are able to develop multi-clause complex compound sentences.
Devices - Your work will contains a range of more sophisticated devices that are appropriate to the purpose of the task. These may include extended metaphors, semantic field and paradox.
Paragraphs - Paragraphs are always accurate with clearly signaled arguments and variation in length for effect. You may use your paragraphs to juxtapose content.
Grammar - Your writing is always in a formal tone. You may make mistakes such as 'could of' instead of 'could have' or mix up fewer and less.
A* Grade
Spelling - Your spelling is always accurate including high level sophisticated vocabulary
Punctuation - You use a full range of punctuation accurately creating subtle / sophisticated effects.
Vocabulary - You are able to use a range of high level vocabulary for effect which is always used appropriately and for effect. You are able to recognise and use more than 300 common academic words.
Sentence Structures - Your sentences are well chosen, varied and used for specific effects. You are able to create multi clause complex compound sentences. You achieve sophisticated effects with the construction of your sentences often juxtaposing ideas or using structural devices such as anaphora or parison.
Devices - Your work will contains a range of more sophisticated devices that are appropriate to the purpose of the task. These may include extended metaphors, semantic field and paradox. You are able to subtly vary the tone of your work with your choices.
Paragraphs - Paragraphs are always accurate with clearly signaled arguments, variation in length and juxtaposition of paragraphs for deliberate effect.
Grammar - Your are able to write effectively in a formal register but have the ability to use an informal register to vary tone and pathos for sophisticated effects.
