Wednesday 27 March 2013

Tuesday 26 March 2013

The Clown Punk, by Simon Armitage

Two different versions here...

Chloe:


and Martha:


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.


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

Of Mice and Men - Video Sparknote

Practice Paper - English Language

Question paper: Insert: Mark scheme: Answer:

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