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.

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:

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.

 

Techniques: Contrast, exaggeration. facts & figures, I/you/we, rhetorical questions, irony, repetition, rule of 3,lists, humour, sarcasm...

 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.

Current Year 11 - here's where you'll find lots of revision!

You all know it. It's a fact. It's time....to start....revising!
Over the coming days, a range of posts will appear, with lots of things to help your revision.


There will be posts which remind you about key aspects of the exam as well as mock questions to complete. Any mock questions that you do should be brought to your teacher for feedback. If you type them, and cannot print them off, please email them to forrestera@cockermouthschool.org and put your teacher's name in the email so that they can be sent on to them.


Make use of everything that is being put on here - it's all here because it's useful and it will help you achieve success.


Good luck!

Pupils of the Month - is it you?

This year, the English department is running a pupil of the month reward system. This is to recognize and reward the outstanding work that goes on on a daily basis from a significant amount of our students. Sometimes, we are so blown away by the outstanding nature of their effort, homework, classwork, engagement, that we want to shout about it from the roof tops.


So, every month, we will share these students, and if we can, photographs of their work, to celebrate their successes. Each student's reason for winning will also be explained.


Without further ado, here are our September winners!

Year 7 –  Lucy Andrews.

Lucy always shows exceptional effort in lessons and  her class contributions have been consistently outstanding since the start of term. Superb! Well done, Lucy, and keep up the great work!

 

Year 8 was just too difficult for use to decide! Having looked at positive behavior points for the 2 students, we found them neck and neck. Therefore, both of them are declared our winners! In no particular order, we have Mimi Cook for outstanding homework, effort in class, attitude to learning. We also have Matthew Smith, again, for outstanding homeworks in English. Well done to both students - we hope you continue with this excellent work!

 

Year 9 - Katie Beresford 
Katie has been given this aware for great effort in reading Lennie’s part with emotion. For those of you that have read Of Mice and Men, you'll realize the significance of the emotions portrayed through Lennie's character. Katie did an excellent job of portraying this and showed herself to have a real talent for speaking.

 

Year 10 - Nathan Shaw.
Nathan has made an excellent start to his GCSE English studies. Each piece of work has shown that he has put in lots of effort, and also that he is making excellent progress as a result. Well done Nathan, and keep up the excellent work.

 

Year 11 - Tom Goode.
Tom never ceases to amaze his English teacher, Miss Forrester. Tom's effort and work outside of school is truly outstanding and as a result of this, Tom is making huge steps in progress. Indeed, he is out performing his target grades by around 2 grades. Tom's absolute dedication to his own achievement is inspiring to all. Keep up the hard work Tom - it's really paying off!

 

Year 12 – Ella Curzon.
Ella has been recognized for her excellent homeworks as she begins her journey into A Level English. This is an integral part of achieving success at A Level, and it's brilliant to see Ella doing it so brilliantly!

 

Year 13 - Alex Milburn.

Alex has made huge improvements to organization. This has made a huge impact and Alex is now making increased progress as a direct result of this, well done!

These are just some of our truly outstanding and inspiring students at Cockermouth School. Over the coming months, we will continue to share the outstanding work of our students. For those of you that have narrowly missed out, this is your chance to work even harder, push yourself, and make sure that you are next month's English Student of the Month!

Good luck, and keep learning!

The English Department.

Final Words

With the Literature exams looming, we thought it would be apt to give you some final words of wisdom and tips for the exam.
Remember, it's Unit 1 on Tuesday (modern texts) and Unit 2 (poetry) on Thursday. If you DO NOT bring your copy of your novel to the Tuesday exam, you WILL have to sit the exam without a copy so do not forget it! See your English teacher as a matter of urgency if you do not have your exam copy.

General advice:
1) Read the question 2 or 3 times.
2) Highlight the key words in the question and make sure you're really clear in your head what you're being asked to write about. Don't be the person who doesn't answer the actual question.
3) Once you're really clear in your head what the question is asking, begin your plan.
4) On your plan, you should roughly plot of what you're going to write about, and use this time to locate the quotations you're going to use. DO NOT start writing until you have your quotes and your ideas clear in your head.
5) Remember, you need to be writing about the following things, regardless of text or question: key words, alternative interpretations, personal response, etc. If you think you might forget this, use the PEEKIIE mnemonic to remind you: Point, Example, Explanation, Key word analysis, Interpretations, Intentions (the writer's intentions behind their language choices etc) Evaluation. 


Other words of wisdom:
1) Don't write about what isn't there. For example, when comparing poems, don't write about one poem having a simile and the other not. You look like a fool. Only write about what IS actually there. There is no significance to what isn't there.

2) Don't make generalized comments such as 'The writer used this to have an effect', 'It makes you want to read on' and anything else that is completely meaningless. The reason you want to write this is because you can't think of anything better. Take a couple of minutes to think of something to say. It's far better to produce a shorter answer with some really great points than it is to write a meaningless 3 page essay.

3) Ignore what everyone else is doing. We know it's hard. Just because they're doing it, doesn't mean that you should be too. Each person works differently. Do what you need to do. Don't worry if others have started writing and you're still planning. Don't worry if everyone else has finished and you haven't. Remember, this is YOUR exam. You do what's right for YOU.

4) Don't over react when you read the question. If it's not what you're expecting or it feels like something you can't write about, take a moment to work it out in your head. If it's really thrown you, do the other section first and come back to it. You'll work it out - go with your gut instinct.

If you need any help or advice, please just come and see us, email us, tweet us, leave a comment here - we'll do everything we can to support you in the coming days if you need it.

As ever, good luck, work hard, do your best and that's all anyone can ever ask of you.

Question 1 English Language GCSE revision activities.

One of the most effective ways to prepare for the English Language exam is to lots of example questions! Here, we're going to share with you some links to example articles, and the question that you should have a go at answering. Email this to your teacher, bring it in on paper...anything. Just make sure you get some feedback on it!


Question 1 Links:

http://www.theguardian.com/books/booksblog/2014/apr/29/the-bfg-spielberg-roald-dahl-filmed-adaptation?CMP=twt_gu

Question: What do you learn about the adaptation of the BFG? (8 marks).

http://www.huffingtonpost.com/2013/12/04/coral-reef-breeding_n_4388094.html

Question: What do you learn about how the barrier reef might be saved? (8 marks)


Good luck, and, as always, work hard.

The 5 minute mock exam analysis....

We came across courtesy of @TeacherToolkit and @MathedUp on twitter and we couldn't help but share it with you.
By now, you will all have your literature mocks back from your English Teachers. Obviously you will have spent some time in class on these, but this resource is designed to help you use the mock exam, and the feedback, to identify what you need to do, and where your own revision needs to be focused. The idea is that this resource should only take you five minutes but the outcome will really focus you on your next steps.
You will need to complete this for each of the texts you have studied and are tested on in the exam.

As always, come and see us if you need any support whatsoever, or leave a comment on here and we can respond promptly to you.