One of the best revision methods for a lot of people is video revision. These are the best out there. These link to video playlists on YouTube on the subjects labeled. Watch them, make notes on new things/things you struggle on. Go back, focus on the areas you find hard.
These are useful to all students taking Literature (as long as that's the text you're writing about!):
Of Mice and Men Videos: https://www.youtube.com/playlist?list=PLqGFsWf-P-cC2JbnhAw88geP1FSkNAcb6
English Literature Unit 1 and Unit 2: https://www.youtube.com/playlist?list=PLqGFsWf-P-cDzQQftNVwJAQbMEfzzJc2X
Short Stories- Sunlight on the Grass Anthology: https://www.youtube.com/playlist?list=PLqGFsWf-P-cB7OFSTfeSXgGtK32L8v7kH
These are useful to all students taking Language
Higher Paper English Language Revision: https://www.youtube.com/playlist?list=PLqGFsWf-P-cBnjI-6RVe2xKF43Rzj7f6O
Foundation Paper English Language:
https://www.youtube.com/playlist?list=PLqGFsWf-P-cAbF4PN9zKiF1qoFpmuyZD9
These are useful to everyone - grammar and writing skills! For Section B of English Language paper, whether you're doing Higher or Foundation:
https://www.youtube.com/playlist?list=PLqGFsWf-P-cAs4w-AQ9_5izpACHpxM0HN
Thursday 16 April 2015
Character and Voice poetry- English Literature GCSE
If you're struggling with the poetry, this is the post for you!
One of the most effective ways to prepare for this section of the Literature exam is to pre empt what's coming. This post will direct you on how to do this effectively.
We can *roughly* know the types of things you will be asked about in the exam. We know it'll be to compare, and we can make some educated guesses about the topic which you will be asked to compare. Therefore, you can begin to group poems by question. Below are a list of questions that you may be asked. For each one, decide all of the poems you could write about:
1) Compare the ways identity is presented....
2) Compare the ways that strong characters are presented....
3) Compare the ways that weaknesses in characters are presented.....
4) Compare the ways that characters are presented.....
5) Compare the ways that attitudes to other characters are presented....
6) Compare the ways that heritage is presented....
7) Compare the ways the past is presented in terms of its impact on characters....
For each of these topics (in bold), write a list of poems you could write about.
You then need to work through the poems, one by one, comparing each of them to all of the others.
For example, if you decided that you could write about COMH, Casehistory, River God and Singh Song (there are more, but just as an example....) for identity, you would then set about deciding what you'd write about if each of the poems was the named poem, and which ones you'd compare it to and how.
So, let's say that River God is the named poem. For each of the poems you could compare it to, make a list of:
1) Similarities
2) Differences
3) Language devices used
4) Quotes you could use.
You can then use that information to write a plan. Then repeat this process for every poem that could be named, and for every poem you could write about. You should then be in a position where, in the exam, you know straight away which poem you'll choose, and, more importantly, what it is you're going to write about.
Have a go at planning the following essays, deciding what poems you'd use, and what you'd write about. Bring them to me to look at!
1) Compare the ways that strong characters are presented in Medusa and one other poem.
2) Compare the ways that heritage is presented in COMH and one other poem.
3) Compare the ways that attitudes to other characters are presented in The Ruined Maid and one other poem
4) Compare the ways that feelings towards other characters are presented in On a Portrait of a Deaf Man and one other poem.
5) Compare the ways that characters' experiences are presented in 'Horse Whisperer' and one other poem.
Once you've planned a range of responses, have a go at writing them as an essay response. Bring them in or email them to me for feedback.
Remember, it's absolutely vital that you're confident on all of the poems, and all of the potential topics. Tackle the ones you're scared of, or struggle with, first. Make yourself confident on them. You do not want to be in the position in the exam where you cannot answer either of the questions!!
A useful link to a video on the poems - it's a long one, so make sure you take notes throughout it!
https://www.youtube.com/watch?v=NnbmdnxUJsk
Bitesize:
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/poetrycharactervoice/
Happy revision!
One of the most effective ways to prepare for this section of the Literature exam is to pre empt what's coming. This post will direct you on how to do this effectively.
We can *roughly* know the types of things you will be asked about in the exam. We know it'll be to compare, and we can make some educated guesses about the topic which you will be asked to compare. Therefore, you can begin to group poems by question. Below are a list of questions that you may be asked. For each one, decide all of the poems you could write about:
1) Compare the ways identity is presented....
2) Compare the ways that strong characters are presented....
3) Compare the ways that weaknesses in characters are presented.....
4) Compare the ways that characters are presented.....
5) Compare the ways that attitudes to other characters are presented....
6) Compare the ways that heritage is presented....
7) Compare the ways the past is presented in terms of its impact on characters....
For each of these topics (in bold), write a list of poems you could write about.
You then need to work through the poems, one by one, comparing each of them to all of the others.
For example, if you decided that you could write about COMH, Casehistory, River God and Singh Song (there are more, but just as an example....) for identity, you would then set about deciding what you'd write about if each of the poems was the named poem, and which ones you'd compare it to and how.
So, let's say that River God is the named poem. For each of the poems you could compare it to, make a list of:
1) Similarities
2) Differences
3) Language devices used
4) Quotes you could use.
You can then use that information to write a plan. Then repeat this process for every poem that could be named, and for every poem you could write about. You should then be in a position where, in the exam, you know straight away which poem you'll choose, and, more importantly, what it is you're going to write about.
Have a go at planning the following essays, deciding what poems you'd use, and what you'd write about. Bring them to me to look at!
1) Compare the ways that strong characters are presented in Medusa and one other poem.
2) Compare the ways that heritage is presented in COMH and one other poem.
3) Compare the ways that attitudes to other characters are presented in The Ruined Maid and one other poem
4) Compare the ways that feelings towards other characters are presented in On a Portrait of a Deaf Man and one other poem.
5) Compare the ways that characters' experiences are presented in 'Horse Whisperer' and one other poem.
Once you've planned a range of responses, have a go at writing them as an essay response. Bring them in or email them to me for feedback.
Remember, it's absolutely vital that you're confident on all of the poems, and all of the potential topics. Tackle the ones you're scared of, or struggle with, first. Make yourself confident on them. You do not want to be in the position in the exam where you cannot answer either of the questions!!
A useful link to a video on the poems - it's a long one, so make sure you take notes throughout it!
https://www.youtube.com/watch?v=NnbmdnxUJsk
Bitesize:
http://www.bbc.co.uk/schools/gcsebitesize/english_literature/poetrycharactervoice/
Happy revision!
Year 11 English Language Paper Revision
Regardless of whether you're doing foundation or Higher for English Language GCSE, to access past papers for English language to use in your revision, go to:
http://www.aqa.org.uk/subjects/english/gcse/english-language-4705/past-papers-and-mark-schemes
The exam is Unit 1.
The folders are labeled so make sure you select the right one - higher or foundation.
If the link won't work for you, simply type "english language aqa past papers" into Google and it's the top result.
You will find past papers, as well as mark schemes, which you can use to help work out how well you've done, but also to help you improve your responses.
When you have done a practice question, you must bring it to your teacher for feedback otherwise it's a pretty pointless exercise. You can email it to forrestera@cockermouthschool.org or you can bring it on paper for your teacher. Either way, make sure someone gives you feedback on it!
http://www.aqa.org.uk/subjects/english/gcse/english-language-4705/past-papers-and-mark-schemes
The exam is Unit 1.
The folders are labeled so make sure you select the right one - higher or foundation.
If the link won't work for you, simply type "english language aqa past papers" into Google and it's the top result.
You will find past papers, as well as mark schemes, which you can use to help work out how well you've done, but also to help you improve your responses.
When you have done a practice question, you must bring it to your teacher for feedback otherwise it's a pretty pointless exercise. You can email it to forrestera@cockermouthschool.org or you can bring it on paper for your teacher. Either way, make sure someone gives you feedback on it!
Monday 16 March 2015
"I don't know what to revise"
Well, that's just not true, is it.....
Here are a list of questions for you to use. These are all aimed at candidates sitting the Higher English Literature paper.
There's no other way of revising effectively, sorry. Pick a question and get on with it. Only use your notes if you're really struggling - remember, you won't have annotated copies in the exam of your texts, so it's best to practice without them too. The first time you do an exam question with a blank text should NOT be in the exam!!
For Short Stories:
Q1a: Write about the ways that attitudes to parents are presented in Anil
Q1b: Write about the ways that attitudes to others are presented in another short story.
Q2a: Write about the ways that the relationship between the boy and his father are presented in 'Compass and Torch'.
Q2b: Write about the ways that a relationship is presented in one other short story.
Q3a: Write about the ways that Carla is presented in 'My Polish Teacher's Tie'.
Q3b: Write about the ways that a main character is presented in one other short story.
e
For Poetry (character and voice).
Q1: Compare the ways that powerful characters are presented in My Last Duchess and one other poem from the anthology.
Q2: Compare the ways that strong emotions are presented in Medusa and one other poem from the anthology.
Q3: Compare the ways that ideas about identity are shown in 'The Clown Punk' and one other poem from the anthology.
Q4: Compare the ways that isolated characters are portrayed in 'The Hunchback in the Park' and one other poem from the anthology.
Remember to bring these into school for your English teacher to look at, or email them a typed up version. If you're stuck on these, email forrestera@cockermouthschool.org for support or to have some feedback on what you've written.
More exam papers can be found by following this link: http://www.aqa.org.uk/subjects/english/gcse/english-literature-9710/past-papers-and-mark-schemes
You will all be sitting Unit 1 and Unit 2. Unit 1 is Short Stories and Of Mice and Men and Unit 2 is poetry and unseen poetry. To practice answers for Of Mice and Men and unseen poetry, you are best placed to access these on the above link so that you have the extracts of text from Of Mice and Men and the poem for the unseen question.
Good luck - remember, you only get one chance at these exams. Work hard now and you will be successful.
Here are a list of questions for you to use. These are all aimed at candidates sitting the Higher English Literature paper.
There's no other way of revising effectively, sorry. Pick a question and get on with it. Only use your notes if you're really struggling - remember, you won't have annotated copies in the exam of your texts, so it's best to practice without them too. The first time you do an exam question with a blank text should NOT be in the exam!!
For Short Stories:
Q1a: Write about the ways that attitudes to parents are presented in Anil
Q1b: Write about the ways that attitudes to others are presented in another short story.
Q2a: Write about the ways that the relationship between the boy and his father are presented in 'Compass and Torch'.
Q2b: Write about the ways that a relationship is presented in one other short story.
Q3a: Write about the ways that Carla is presented in 'My Polish Teacher's Tie'.
Q3b: Write about the ways that a main character is presented in one other short story.
e
For Poetry (character and voice).
Q1: Compare the ways that powerful characters are presented in My Last Duchess and one other poem from the anthology.
Q2: Compare the ways that strong emotions are presented in Medusa and one other poem from the anthology.
Q3: Compare the ways that ideas about identity are shown in 'The Clown Punk' and one other poem from the anthology.
Q4: Compare the ways that isolated characters are portrayed in 'The Hunchback in the Park' and one other poem from the anthology.
Remember to bring these into school for your English teacher to look at, or email them a typed up version. If you're stuck on these, email forrestera@cockermouthschool.org for support or to have some feedback on what you've written.
More exam papers can be found by following this link: http://www.aqa.org.uk/subjects/english/gcse/english-literature-9710/past-papers-and-mark-schemes
You will all be sitting Unit 1 and Unit 2. Unit 1 is Short Stories and Of Mice and Men and Unit 2 is poetry and unseen poetry. To practice answers for Of Mice and Men and unseen poetry, you are best placed to access these on the above link so that you have the extracts of text from Of Mice and Men and the poem for the unseen question.
Good luck - remember, you only get one chance at these exams. Work hard now and you will be successful.
Year 11 - GCSE Exam Dates
It's crucial that you know when each English exam is so that you are scheduling you're revision appropriately, but also so that you bring the RIGHT BOOKS with you on THE RIGHT DAYS!!!
So.....the dates are:
18th May - English Literature 1- Short Stories and Of Mice and Men
22nd May - English Literature 2- Poetry - Moon on the tides poetry cluster and unseen poetry (a poem you get in the exam paper)
2nd June - English Language - THE BIG ONE!!
One thing that's really useful is that the killer exam, the English Language, is after the half term break, which gives you plenty of time to get some of that extra revision in. Make sure you timetable plenty of revision into that week - it could make all the difference!
Please remember that for the exams, you will have to bring your own CLEAN COPIES of the texts that you have been given by your English Teacher. If they are not clean, or you have written in them, it is your responsibility to fix the issue. Either make sure you teacher knows in advance of the exam that your text has writing in it and they will change it for you, or if you have written in it yourself, it is your responsibility to buy a new one and return this one to the school. If you arrive at the exam with a book that has notes in it, and the invigilator notices this, your exam will be invalid, with the potential for the rest of your exams with that exam board to be invalid as well. Don't make the wrong choice! Make sure you read the copy you have at least one more time before the exam - it's good revision but it also makes sure you're checking your copy for any notes. If you are in any doubt, see your English teacher well before the exam. If you turn up to the exam without a copy of the book, we are unable to provide you with one and you will have to sit your exam without it - NOT a position you want to find yourselves in! So get organised now, and then you have nothing to worry about!
So.....the dates are:
18th May - English Literature 1- Short Stories and Of Mice and Men
22nd May - English Literature 2- Poetry - Moon on the tides poetry cluster and unseen poetry (a poem you get in the exam paper)
2nd June - English Language - THE BIG ONE!!
One thing that's really useful is that the killer exam, the English Language, is after the half term break, which gives you plenty of time to get some of that extra revision in. Make sure you timetable plenty of revision into that week - it could make all the difference!
Please remember that for the exams, you will have to bring your own CLEAN COPIES of the texts that you have been given by your English Teacher. If they are not clean, or you have written in them, it is your responsibility to fix the issue. Either make sure you teacher knows in advance of the exam that your text has writing in it and they will change it for you, or if you have written in it yourself, it is your responsibility to buy a new one and return this one to the school. If you arrive at the exam with a book that has notes in it, and the invigilator notices this, your exam will be invalid, with the potential for the rest of your exams with that exam board to be invalid as well. Don't make the wrong choice! Make sure you read the copy you have at least one more time before the exam - it's good revision but it also makes sure you're checking your copy for any notes. If you are in any doubt, see your English teacher well before the exam. If you turn up to the exam without a copy of the book, we are unable to provide you with one and you will have to sit your exam without it - NOT a position you want to find yourselves in! So get organised now, and then you have nothing to worry about!
Wednesday 11 March 2015
Miss Forrester's Year 9s
The Dirty Thiry Spellings!
Link 1 - to help you remember the ones you struggle with: http://www.spellzone.com/blog/The_Dirty_Thirty-cc_Part_1.htm
Link 2- help for spellings 11- 20 http://www.spellzone.com/blog/The_Dirty_Thirty-cc_Part_2.htm
Link 1 - to help you remember the ones you struggle with: http://www.spellzone.com/blog/The_Dirty_Thirty-cc_Part_1.htm
Link 2- help for spellings 11- 20 http://www.spellzone.com/blog/The_Dirty_Thirty-cc_Part_2.htm
“The
Dirty Thirty”
- accommodation
- beautiful
- because
- beginning
- believe
- business
- ceiling
- decided
- definitely
- disappear
- disappointed
- embarrass
- extremely
- friend
- immediately
- minute
- necessary
- neighbour
- nervous
- opportunity
- persuade
- queue
- queueing
- quiet
- quite
- receive
- separate
- sincerely
- surprised
- until
Saturday 7 February 2015
Miss Forrester's Year 11s
If you are unsure of the work that needs to be completed, here is an acceptable alternative:
http://www.snhs.im/wp-content/uploads/2013/03/English-Language-Higher-tier-past-papers.pdf
Use this link to take you to a download of 2 sets of past papers. You can do either - but you MUST have submitted Q1, 2, 3 and 4 by Monday.
If you have email or technology problems, please take work to Mrs Quine. If you have typed it but are unable to send it or print it, take a photo on your mobile to show you've done it and thereby avoid consequences. No excuses boys!
A reminder- the email address to send it to is forrestera on the school system or from a different system it is forrestera@cockermouthschool.org
You should expect feedback between 24-48 hours after you send it. Please check your inboxes For feedback and use it in your revision. You should also check your email incase I'm unable to open an attachment so we can find a solution.
Once you have submitted Q1-4, you should begin to work on a Q5 and Q6 from the above download of past papers. You will be given a deadline for this soon so make sure you get started promptly.
Work hard- remember, this is your chance to make a difference to your future; your life.
Tuesday 13 January 2015
Recommended revision guides
For short stories and poetry (GCSE English Literature)
http://www.amazon.co.uk/AQA-English-Literature-Anthology-Companion/dp/1844192776/ref=sr_1_2?ie=UTF8&qid=1421141697&sr=8-2&keywords=gcse+english+literature+short+stories+revision+guide
This is ideal for the knowledge you need on the poems and short stories. This should supplement your learning and notes in class, not replace them!!
English Language - Higher
http://www.amazon.co.uk/Revise-AQA-Language-Revision-Workbook/dp/1447940709/ref=sr_1_3?ie=UTF8&qid=1421141855&sr=8-3&keywords=gcse+english+language+revision+guide+aqa
This again should supplement the revision that you are set but is a good place to start if you feel you need further help.
http://www.amazon.co.uk/AQA-English-Literature-Anthology-Companion/dp/1844192776/ref=sr_1_2?ie=UTF8&qid=1421141697&sr=8-2&keywords=gcse+english+literature+short+stories+revision+guide
This is ideal for the knowledge you need on the poems and short stories. This should supplement your learning and notes in class, not replace them!!
English Language - Higher
http://www.amazon.co.uk/Revise-AQA-Language-Revision-Workbook/dp/1447940709/ref=sr_1_3?ie=UTF8&qid=1421141855&sr=8-3&keywords=gcse+english+language+revision+guide+aqa
This again should supplement the revision that you are set but is a good place to start if you feel you need further help.
Monday 12 January 2015
Question 1
The copy of the article hasn't transferred brilliantly - I'd suggest you look at it using the following link. The question is exactly the same, this is just easier to view and to understand the purpose, audience and genre of the text!
http://www.theguardian.com/travel/2010/mar/20/rafting-grand-canyon-arizona-colorado
http://www.theguardian.com/travel/2010/mar/20/rafting-grand-canyon-arizona-colorado
Practise your Question One....
Below is a sample Q1 for you.
Read Source 1, the online travel article called Rafting on
the
Grand Canyon by Elisabeth Hyde.
1.
What do you learn from Elisabeth Hyde’s article about where she has been and what she has been doing?
(8 marks)
Complete this in 12 minutes and bring it in by the end of the week for marking and feedback. Alternatively, email it to - forrestera@cockermouthschool.org
Rafting on the Grand Canyon
by Elisabeth Hyde
“Just two rules!”
our guide Ed shouted. “Rule Number One – stay in the boat! Rule Number Two –
stay in the boat!”
It was early July, and we (me, my husband and our three teenage children)
were in the middle of a
13-day, 225-mile trip down the Colorado river through the Grand Canyon.
On the first day, the 22 of us stood at the starting point, blinking at the sight before us: a long line
of 6m
rafts, masses of gear, an army of river guides scurrying
about. This would be our world for
the next two weeks.
We were a mixed group: our
fellow passengers ranged from our 13-year-old twin daughters to a couple in their mid-70s. You can’t be shy on a Grand Canyon river trip. Not when you’re spending two weeks with two dozen strangers,
floating down one of the biggest rivers in North America. You’re on the water for five to eight hours every day, and when
you’re off the water, you’re eating, sleeping, and bathing
together in one of the most spectacular environments on earth.
Our party filled five inflatable rafts, each rowed by a guide
and four or six passengers. All the gear we could possibly
need was strapped into these boats. It’s the tightest packing system I’ve ever seen, so that passengers ride perched on the side tubes – prime seats with great views.
Rock, rocks, everywhere.
During the calmer stretches our guides pointed out the various layers towering above us.
Terracotta sandstone, flaky grey shale, massive maroon cliffs streaked with
black – I kept straining
my neck gazing up at the steep walls closing in on us.
Riding the rapids in the Grand Canyon is a Disneyland-like
experience – one second you’re plunging straight down into the trough of a
wave, the next you’re getting drenched with cold spray as the boat shoots up and over
the crest. It’s a white-knuckle, roller-coaster ride that has people screaming with the thrill of it.
Which brings us back to Ed’s Rules. The only one who violated them during the trip was me. We
hit one rapid at the wrong angle, and the boat rose up and pretty much ejected me into the foaming
madness. For the next 45 seconds, I got sucked down and spun around and finally spat up into sunlight, gasping for air. Was I scared? A little. Exhilarated? More than I’ve ever been.
By the time we rowed the
last stretch, toward Diamond creek, our clothes and hair held about a pound of
silt each, but nobody cared. I welcomed the chance for a shower, but the trip left me with a desire to run away and become a river guide.
Wednesday 7 January 2015
English Language GCSE (Higher paper) - what you need to know about each question.
All the information you need about each question on the language is right here!
What should I do with it, I hear you ask? Well....do some of the following:
1) Copy it up into note form. Learn it. Try to write it from memory. Keep repeating that process until your can note it all from memory alone.
2) Make posters out of it and stick them in your bedroom. Other useful places include the back of your bedroom door (I bet you know what's there now - imagine how many times you look at it daily - make sure something useful to your success is on there instead).
3) Create mind maps based on the images.
Basically, you need to get to a position very quickly where you know this information off by heart.
Question Information:
Techniques: Contrast, exaggeration. facts & figures, I/you/we, rhetorical
questions, irony, repetition, rule of 3,lists, humour, sarcasm...
Structural things for Q5+6 - 1 word sentences used for specific and crafted impact, dramatic paragraphs used for specific and crafted impact. Use devices appropriate to the purpose of the text e.g subheadings if it's to inform, bullet points if you're explaining etc. You should always start with impact and end with impact.
What should I do with it, I hear you ask? Well....do some of the following:
1) Copy it up into note form. Learn it. Try to write it from memory. Keep repeating that process until your can note it all from memory alone.
2) Make posters out of it and stick them in your bedroom. Other useful places include the back of your bedroom door (I bet you know what's there now - imagine how many times you look at it daily - make sure something useful to your success is on there instead).
3) Create mind maps based on the images.
Basically, you need to get to a position very quickly where you know this information off by heart.
Question Information:
Q1: What do I need to know?
What do you understand about...
12 minutes 8 marks
Key skills: understanding, support,
overview of the issue/topic.
1. Begin by identifying the writer’s
purpose: In this article, the writer is
exploring the issue of...
2. Aim to make at least 4 points using point, quote,
comment. Use one word quotations.
To target B4+ use
phrases like: this shows, indicates, suggests, emphasises,
indicates...
3. Sum up in a sentence: This article shows that people are ignoring
the threat posed by climate change.
2: What do I need to know?
12 minutes 8 marks
Comment on the headline and images
and how they link with the text
1. Begin by identifying the intended audience of the text- and the writer’s purpose.
2. Now look at the language choices
in the headline - comment on the vocabulary.
3. Identify the techniques - explain how they support the writer’s purpose.
Remember to use technical terms and to use quotations.
4. Now focus on the image. Look at it critically- how does
it support the writer’s purpose?
5. Sum up:
how does the headline and image affect
the reader?
*in the headlines, look for alliteration,
wordplay/puns, rhetorical qs, ellipsis - comment on why they are there. Always comment on
any punctuation. With the image,
look at the way it is cropped, composed & coloured.
Finally-
consider: do headline and image contrast
or complement each other?
Q3: What do I need to know?
Explain some of the thoughts and
feelings the writer/narrator has...
12 minutes 8 marks
Key skills: inference, support, overview of the text.
1. Begin by summing up the
character/writer’s feelings: In this
article the writer feels...
2. Aim to make at least 4 points using point, quote,
comment. Use one word quotations.
3. Sum up in a sentence: Finally, the character feels....
To target B4+
use phrases like: this shows, indicates, suggests, emphasises,
indicates...
Comment on word choice and connotation: the word “longing”
suggests the character’s need to...
Comment on punctuation if it gives information about the character’s feelings: the repeated question marks indicate the
character’s anxiety...
Q4: What do I need to know?
20 mins 16 marks
Compare the ways language is used for effect
1.
Compare the writer’s purpose.
In text 1 the writer’s purpose is to entertain; however, in text 3
the writer’s purpose is to inform....
2. Compare
the overall tone and link to purpose.
In text 1, the writer uses an informal tone to emphasise the
humorous approach to the topic whereas in text 3 the writer uses a formal tone
to match the serious purpose...
3
.Compare similarities:
similarly, in addition, also, furthermore.
In text 1 the writer uses alliteration to emphasise ....similarly,
in text 2 alliteration is used to draw attention to...
4.
Compare differences:
however, although, whereas, unlike
In text 1 the writer uses a rhetorical question ironically to create
humour whereas in text 3 the writer uses a rhetorical question to engage the
reader...
*Always support points with brief examples
*Always evaluate the effect of techniques:
to emphasise, draw attention to, contrast,
create humour, engage, provoke, entertain, inform, instruct, surprise, create impact, satirise,
remember,
Q5: What do I need to know?
Inform, explain, describe: 3
paragraphs
16 marks: 10 for content, 6 for
accuracy 25 minutes
Structure:
1. Introduce
2. Develop
3. Conclude
Aim to impress the examiner with your
wit and originality!
Use a range of techniques,
connectives, punctuation, sentence structures and vocabulary.
Q6: What do I need to know?
Argue, persuade, advise: 4 paragraphs
35 mins 24 marks 16 for content, 8
for accuracy
Plan by
identifying 5 points for/5 points against the topic...
1.Introduction
Make your view on the topic clear
immediately. Begin with a strong statement
2.Main
section
Build your argument with a series of
powerful points.
3.
Dismiss the opposition- forcefully!
Anticipate objections to your views and
obliterate them!
4.
Conclusion
Finally
/ in conclusion...
Save your strongest point until last to
make maximum impact. Use a persuasive technique to conclude.
*Use standard English and a formal style
throughout. No abbreviations or slang. Aim to vary vocabulary, techniques,
connectives and sentence structures. See ESSSAY
SKELETON for examples.
*Include a range of persuasive
techniques:
Contrast, exaggeration. facts
& figures, I/you/we, rhetorical questions, irony, repetition,
rule
of 3,lists, humour, sarcasm...Structural things for Q5+6 - 1 word sentences used for specific and crafted impact, dramatic paragraphs used for specific and crafted impact. Use devices appropriate to the purpose of the text e.g subheadings if it's to inform, bullet points if you're explaining etc. You should always start with impact and end with impact.
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