Documente Academic
Documente Profesional
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Mr. J Dunford
Assessment Objectives-Objectives-Literature
y AO1-Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. (View) y AO2Explain how language, structure and form contribute to writers presentation of ideas, themes and settings. (View, Duffy, Dr.J, Mice) y AO4-Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. (Mice)
What should you all be doing to revise for you English Exams
y y y y y y y y Timed Writingdevelop confidence, experience and time management Writing Reading/Listening to the Text Looking at past questionsidentifying the key words in each questions questions questions mindmind-mapping how you would answer the question Doing Past Exam QuestionsPeer Assess Them/Assess them Yourself/ Questions Look at Mark Schemes Reviewing Notes from Lessons Attending Revision Sessions Revising Language, Structure and Form Techniquesknow WHY they Techniques are used and their EFFECTS Reading Sparknotes, cliffsnotes, york notes
Task: Listen to sections of the play and draw body movements, facial expressions. You could also comment on voice tones/expressions. For View you MUST comment as if you are in the audience
Make a Podcast
Task: Visit soundcloud.com, sign-up, record you podcast andn then download the podcast to your Ipod.
A662: Contemporary PoetryA Poetry View From the Bridge (45 minutes)
Things To DO/Successful candidates:
y see the texts as plays in performance and themselves as members of an audience
y see the stage directions as part of the dramatic action of the scene and visualise this onstage action y pay explicit attention to the wording of the question and balance attention on each strand of the question y construct succinct and purposeful opening paragraphs, focusing specifically on the given question y select and integrate brief quotations to explore the dialogue and to support and amplify their ideas y avoid pre-conceived model answers and formulaic approaches and trust their own direct personal response.
How to Answer the Extract Based Question QuestionA View From the Bridge
Successful candidates:
y devote at least two-thirds of answers to discussing, quoting from and commenting on the extract itself, but still convey understanding of the whole play context y begin their response by locating the extract in the context of the whole play y succinctly establish the dramatic context for the characters and audience in the opening paragraph y ground their reflections on the whole play firmly in the detail of the extract y pay close attention to the build-up of dramatic detail throughout the extract.
A662: Contemporary PoetryA Poetry View From the Bridge (45 minutes)
Things NOT TO DO/Less successful candidates:
y y y see the texts as pieces of writing only and themselves as readers see the stage directions merely as pieces of bolted-on written communication and ignore their significance to the onstage action start with a pre-conceived introductory paragraph, which is unhelpfully generalised, biographical or list-like and says nothing specific about the play or question lose the focus of the question and use pre-prepared material which has little direct relevance to the question misread the question and write about the wrong character or moment become detached from the dramatic action and resort to listing features
y y y
How to Answer the Extract Based Question QuestionA View From the Bridge
Less successful candidates:
y produce generalised answers with limited attention to the given extract , or approach the extract as if it is an "unseen" exercise and give little sense of the rest of the play y produce a sweeping opening paragraph and largely ignore the question y rarely offer quoted material from the extract or, conversely, copy out large chunks without any attempt at commentary y miss the reference to the given moment in the question and, as a result, answer on the play as a whole with little or no reference to the printed extract. y distance yourself from the task by providing unhelpful biographical details or historical backgroundcontext is not assessed in this question.
How to revise for the A663: Prose A663: from Different CulturesOf Mice Cultures and Men (45 minutes)
y Know what you are being assessed on--AO2 and on--AO2 AO4 y AO4Context, Context, Context---Make links to AO4 Context---Make context contextAO4 is worth more than AO2 y Make sure you explain connections between context and the evidence in the extract
A663: Prose from Different Cultures CulturesOf Mice and Men (45 minutes) minutes)
Donts regarding lack of focus on the passage y give a introduction that generally focuses on the author y give a lengthy statement of intent in this essay I will y write extensively on the lead up to the passage, and the lead away, including the use of quotations from outside the extract y inclusion of detailed contextual material not directly or specifically linked to the passage y extensive focus on how characters behave similarly or differently at other points in the novel.
A663: Prose from Different Cultures CulturesOf Mice and Men (45 minutes) minutes)
Dont regarding lack of focus on the question y fail to refer to key words in the question at the start y have a pre-prepared list of points to make about this particular episode, not related to the question y have another prepared agenda, often relating to style and narrative technique foreshadowing, emotive language, sentence length, use of dialect and slang y include long quotations with inadequate linking to the question y include of long passages of contextual information with inadequate linking to the question
How to revise for A664: Literary Heritage A664: Prose and Contemporary PoetryDr. Jekyll & Poetry Mr. Hyde
y Know that you are being assessed on AO2 y Practise writing answers fro this questionmany question candidates have a difficult time managing their time in this exam and/or dont finish y Support all points with textual evidence y Dont comment on contextno marks given context y Dont retell the event in the extractweaker responses tend to paraphrase the extract set for extract-based questions, not making a personal response. y Higher responses consider the effects of literary devices.
How to revise for A664: Literary Heritage Prose and Contemporary PoetryCarol Ann Poetry Duffy Poetry
y Know that you are being assessed on AO2 y Practise writing answers fro this questionmany question candidates have a difficult time managing their time in this exam and/or dont finish y Support all points with textual evidence y Dont comment on contextno marks given context y Dont retell the event in the extractweaker responses tend to paraphrase the extract set for extract-based questions, not making a personal response. y Higher responses consider the effects of literary devices.
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y y y y
y Outline concisely. You will need to LOCATE the material that is concisely relevant to the question and REORGANISE it into a coherent and concise answer. answer. y Own words: words y DONT copy or lift directly from the text. DON y DO use your own words : but dont worry if you are content that don you understand and are used to using the words in the passage: use them in you own prose style. y DONT spend too long or write too much on this question. DON
y How does the writers use of language.. writer language.. y Again DO NOT use literary terms without saying exactly how words have contributed to your response to what you have read. y DO NOT spot metaphors/ similes etc. etc. for their own sake: keep referring back to the question to ensure what you saying is relevant and well supported. y DO feel free to talk about how the effects of the RELATIONSHIP between the words and the presentational features has contributed to your reaction to the text. y REMEMBER! You cannot talk about HOW a passage has been REMEMBER! written until you are confident that you understand WHAT it is about.
A range of relevant points (about information, language and structure as appropriate). appropriate). Effective supporting reference to the text with a clear attempt at analysis of what is referred to. A good understanding of the TASK and the TEXT. TEXT.
y THEN look at question 1 a, b, and c: and underline the material which gives you the right answers.
Writing
y Important introductory points:points:y DO plan your work carefully! Take five minutes at least to work out WHAT you are going to say and HOW you are going to say it. y DONT write too much! If you are going onto more than three sides ask yourself why! why! y Remember that QUALITY is all important and that QUANTITY need only be enough to show what you can do at your best. y Accurate spelling, punctuation and sentence structure matter.
Full control of the material: effective use of linguistic devices. Confident understanding of what you have set yourself to do and consistent relevance to it. Clear sense of audience where there is one. Use imaginative but appropriate vocabulary: show subtlety and ambition. Develop a clear structure to the work: it must have an opening, central development and a clear conclusion. Use of paragraphs and coherent links between them. them. Use of a range of sentence structures to create effects. Secure and generally accurate spelling. Use ambitious and mainly secure punctuation.
What the Examiners are looking for:- Grade C. for: General control of the material: but some ambition, too. A relevant understanding of what you have set yourself to do. Sense of the audience, where there is one. Some variety of vocabulary: fit the word to the idea not the idea to the word. word. A clear beginning, middle and end. Effectively linked paragraphs. Generally accurate sentence structures. Mainly accurate spelling: possibly some errors in ambitious vocabulary. Simple punctuation mostly accurate and secure.
More
y http://www.ocr.org.uk/download/assess_mat/ocr http://www.ocr.org.uk/download/assess_mat/ocr _31040_sam_gcse_2010_sam_a680_h.pdf y http://www.ocr.org.uk/download/ms_11/ocr_622 20_ms_11_gcse_a680-02.pdf 20_ms_11_gcse_a680-02.pdf y http://www.ocr.org.uk/download/ms_11/ocr_622 http://www.ocr.org.uk/download/ms_11/ocr_622 19_ms_11_gcse_a680-01.pdf 19_ms_11_gcse_a680-01.pdf