Click the picture below to read a detailed commentary on Carol Ann Duffy's poem, Medusa.
 |
| Uma Thurman as Medusa |
Wednesday, 27 March 2013
Tuesday, 26 March 2013
Of Mice and Men Audiobook - Chapters 2 & 3
Instructions: Download the files. Stick them on your phone or MP3 player. Pop your earphones in. Take a long walk. Bob is your uncle.
Craft your writing...
Hi all,
Some writing reminders for your mock exam...
Master the art of rhetoric with these techniques.
Vital skills for section B of the English Language paper.
Some writing reminders for your mock exam...
Master the art of rhetoric with these techniques.
Vital skills for section B of the English Language paper.
Sunday, 24 March 2013
Saturday, 23 March 2013
Of Mice and Men - Audiobook - Chapter 1
Chapter 1 Part 1
Chapter 1 Part 2
Chapter 1 Part 3
Chapter 1 Part 4
Chapter 1 Part 5
Exam Preparation Guide - English Language
English Language – Tuesday 4th
June 2013 (AM)
Duration: 2
hrs 15 mins
Section A: Reading – spend 15mins reading, then 1hr on this section.
Take a pencil/highlighter to annotate the text as you read. Look out for interesting facts, uses of language, effective sentences etc.
- Consider reading Source 1 and then doing Q1, reading Source 2 then doing Q2, Source 3 then Q3 – then Q4.
- Make sure you divide your time well. The first question should be quick and simple. The final question is worth by far the most and needs plenty of time.
Q1) Retrieval of information in Source
1 (usu. factual
article). A ‘what’ type question in which you need to summarise the main
points, using short integrated quotes linked together with your own words to
show you have synthesised and interpreted the info for yourself. Quantity – not
quality! Be concise and cover all the key points.
Q2) Presentational devices in Source 2. You will need to discuss headings,
colours, pictures and how they relate effectively to the text. Be specific and
show attention to detail. In headings, discuss word choices, sounds, humour,
impact. In pictures, discuss colours, framing, angle, effect, symbolism.
Important: use the text to show the relevance and effect of the presentational
devices.
Q3) Inference in Source 3. This means reading between the lines
and is often about feelings/emotions - or how tension is built. The writer
won’t tell you what they’re feeling, but you can figure it out using the
evidence in the text. Make sure you use the whole of the text, as the feelings
are likely to change and develop. Use PQC, but there’s no need to talk about
language – focus on the feelings/attitudes/emotions/tension being conveyed. Eg.
This quote suggests that the writer is
feeling deflated and helpless…
Q4) Comparing language in two texts. Key words: how language is used for effect.
· Start
with the purpose of the texts (inform, persuade, entertain etc) as these tell
you what the effect should be…
· Don’t
write about content, pictures, or headings – just the language (how it is
written, not what is written)
· Points
should introduce a language feature to ensure that you stick to the point.
· Quotes
should be short; only quote the bits you will write about afterwards.
· Comments
are the key to getting your target grade. Again, use key words from the
question, and answer it. Also, focus in on specific details of language from
the quote.
Language features to watch out for…
Word
choices, imagery: simile/metaphor, alliteration, rhyme, puns, emotive language,
rhetorical questions, short and long sentences, first/third person, repetition,
lists, colloquial (chatty) style….
How to start your comments:
This suggests… This shows that…
The word
____ suggests… This has the effect of…
The word
_____ has connotations of…
Comparative words:
Both…
Similarly… However… In contrast… Whereas… Likewise…
Section B: Writing
– spend 1 hour on this section.
For each
writing task:
· Spend a
few minutes planning. Use each
section of your plan as a paragraph.
Q5 – The short writing task (spend around 25 mins on this
question)
·
Writing to inform, explain and describe.
·
10 marks for communication and organisation; 6 marks for technical
accuracy
·
The question will always be based on the experiences of young
people….a journey…travel experiences…key moments…leisure
activities…friends…important relationships
·
It is important to view this as a short writing task. Too many
candidates spend too long on this question at the expense of question 6 the
longer writing task worth 16 marks.
Q6 – The long writing task (spend around 35 mins on this question)
- Writing to argue/persuade
- This question is worth 24 marks – 16 for communication and organisation and 8 for technical accuracy so leave time to deal with this question fully
- The examiner is looking for a well structured, detailed and convincing argument using a range of techniques for effect…
Persuasive techniques:
·
Use facts, figures to back up your argument.
·
Address your audience – flatter them.
·
Create an ‘us’ and ‘them’ situation to get everyone on your side.
·
Use rhetorical questions.
·
Use short snappy sentences for effect every now and again.
·
Use emotive language.
·
Repeat/ emphasise key points.
·
Use a list of three. It’s the magic number!
·
Discredit the opposition’s argument.
·
Use imagery (similes and metaphors)
Evidence of conscious crafting:
· Tailor your writing to suit the form,
audience and purpose
· Ambitious, precise word choices
· Clear structure/paragraphing
· Use discourse markers to signpost the
reader through the text. Eg: Similarly… Consequently… However… Alternatively…
In addition… Yet… Furthermore… Moreover… Meanwhile… Nevertheless…
· Varied sentence structures (eg.
include short sentences and long, list-like sentences for effect)
· Put extra thought into how to start
and finish. Short sentences always work well here.
At the end of
the exam, spend 5 mins checking:
· paragraphing
· punctuation
· spelling
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