How to Get an a in English-Parents Version

7/27/2019 How to Get an a in English-Parents Version

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How toget an A/A*

in GCSE English

3rd November 2011 Mr R.Smith


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Diploma and Active Students

GCSE English a course which is a combination of

language and literature. (One GCSE)

Core Pathway Students

GCSE English Language and GCSE English

Literature.- a dual course which leads to two separate

GCSE qualifications

English, English Language

and English Literature


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O AQA Specification: English, English

Language and English Literature.

O Full details on the specification and the

marking criteria: www.aqa.org.uk

The course students have

been following:
http://www.aqa.org.uk/http://www.aqa.org.uk/


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Controlled Assessment =25%of the total Literature

marks

O The Significance of Shakespeare and the English

Literary Heritage (25%): Written essay response that

compares Shakespeares Romeo and Juliet and Austens

Prideand Prejudice.

GCSE English Literature:

Controlled Assessment


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O Specific texts and questions: Information on which

texts are being studied can be obtained from class

teachers.

O Incomplete Controlled Assessment:

- Lunch time catch up sessions

- Letters home and days off timetable

O Marking Controlled Assessment:

- Moderated by English department

- AQA moderation

Additional Details


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Areas for ExaminationCore-pathway Students take 3 exams(1 for GCSE Language, 2 for GCSE Literature)

O

English Language Exam:Understanding and Producing Modern Texts

O English Literature Exam:Exploring Modern Texts (An Inspector Calls andOf Mice and Men/To Kill a Mocking Bird)

O English Literature Exam: Poetry Across Time(Relationships cluster and unseen poetry analysis)


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English Language Exam

Understanding and Producing Creative Texts:

O date of exam29.05.2012

O 40%of the total GCSE Marks.

O 2hours

O consists of2sections:Reading (20%) Writing (20%)

The Exams


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A variety of questions on a number of unseen non-fiction texts (e.g.newspaper articles, advertisements and/or internet documents)

At Higher Tier 4 questions on 3 texts

Students are asked to:

O identify key arguments

O explain why various facts and opinions are used

O comment on the context of the piece(i.e. author and target audience)

O

analyse language features (such as formal/informal language,persuasive devices, and emotive language).

O presentational devices (layout, font, sub-headings,text organisation, and images/symbolism).

Section A:Reading (20%)

Understand Non-fiction Texts


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O Where a question is seeking retrieval, Students are expected to

locate the necessary detail and do not have to make an

interpretation.

O Where students are required to infer, they will need to go beyond

retrieval and will need to interpret how details tell us more.

O Where questions ask specifically about language or presentation

features, students will have to select details that support the

writers intention and be able to explain their effect.

O Comparison questions will expect students to considerwhat is the

same or different about the writers intentions and to select

evidence that supports their interpretation.


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O At B and C, indicators of achievement is explanation

that leads to exploration.

O AtA andA*, examiners are looking for perceptive,

sustained and sophisticated analysis; a real ownership

and control of the analysis.


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O Read a range of newspapers at home: identify PAT,(Purpose, Audience, Tone) highlight the techniques, facts,opinions, layout and presentation used etc.www.bbc.co.uk/news

O Look at the number of marks and plan out response whichtakes approximately 2 minutes per mark.

O Use mnemonics to remember techniques: AFOREST(alliteration, fact, opinion, rhetorical question, emotivelanguage, statistic, triplet/rule of three etc.)

O Practisewriting paragraphs on authors use of language;presentational devices; fact and opinion...

O Past papers (available in school and from AQA website)

Section A: Ways to Revise
http://www.bbc.co.uk/newshttp://www.bbc.co.uk/news


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English Language: ReadingDemonstrate reading skillsWe become better readers simply by reading more both fiction(teachers and school library are happy to recommend) and non-fiction(e.g. newspapers, magazines, leaflets, cornflake packets)

O Struggling readers find it difficult to decode texts.

O Competent readers understand texts they can identifythe what ofreading).

O High-level readers can respond to implied meanings and hints;

distinguish between fact and opinion; follow and comment uponan argument; and comment on writers style and use of language(this is the how ofreading)


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This is the part of the exam paper thatstudents most often find difficult

O Language of the exam question

O Writing on what is not being asked for

O Mistakenly believing that the examinerwants their opinion on the extracts

Section A: Common Mistakes


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O Read the questions carefully and ignore anyirrelevant information.

O Look at the number of marks designated to thequestion and divide your time accordingly.

O Use the exam texts: highlight, underline, circle...

O Use the language of the exam question.

O Read the texts more than once.

Section A: Tips for Students


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Two compulsory tasks:

1) Writing to inform, explain ordescribe (16 marks)

2) Writing to argue orpersuade (24 marks)

Students are assessed on:

O Writing ability: spelling, punctuation and grammar.

O Ability to write to suit purpose and audience

O ParagraphingO Range of vocabulary

Section B:Writing (20%)

Creating Texts


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Q 1) Writing to inform, explain or describe (16marks)

Students are being assessed on: effective use of paragraphs, use ofinteresting and appropriate vocabulary, matching style and tone to thereader (specified in the question), accuracy of spelling and punctuation.

Ways to revise:

O write a description of a variety of people, places and things using all 5senses

O use a thesaurus to develop vocabulary

O practise spellings: look, cover, write, check

O practise writing for different forms: newspaper articles, letters, speeches

O look at past answers from lesson and redraft and improve them


Creating Texts


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Q2) Writing to argue or persuade (24 marks)

O Students need to be clear of the differences between persuadeand argue. This part of the paper is worth the most marks.

O Students are being assessed on: effective use of paragraphs,use of interesting and appropriate vocabulary, matching styleand tone to the reader (specified in the question), accuracy ofspelling and punctuation.

Ways to revise:

O memorise a list of connective words and phrases

O Practise spellings: look, cover, write, checkO Use AFOREST techniques in exam answers when revising, ask

someone for an issue or opinion then invent an argument whichincludes these techniques.

O Look at past answers from lessons and redraft and improve them.


Creating Texts


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Creating TextsA /A* Grade Whole Text

O Confident appropriate tone

O Formal and informal styles, as appropriateO Understanding of genre (eg newspapers, ghost stories)

O Clearly organised eg layout, and sophisticated

discourse markers (eg however, although, despite this)


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Creating TextsA/A* Grade - Sentencin g

O Variety of sentence types

O

Variety of sentence structuresO Variety of sentence lengths

O Confident punctuation to assist the readers

understanding


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Creating TextsA/A* Grade - Sentencin g


O Variety of sentence structures

O Variety of sentence lengths

O Confident punctuation to assist the readers

understanding


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Creating TextsA/A* Grade Word Level

O Lively, often unexpected, but not over-elaborate

O Well-chosen verbs, rather than heavy use of adverbs

O Confident use of abstract nouns, when appropriate

O Not excessive use of modification

O Correctly spelt


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Creating TextsA/A* Grade Word Level

O Lively, often unexpected, but not over-elaborate




O Correctly spelt


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Section B:Writing (20%)100 words to sharpen A/A* expression

Aberration abhor acquiesce alacrity amiable appease arcane avarice brazen brusque

cajole callous candour chide circumspect clandestine coerce coherent complacency

confidant connive cumulative cynical debase decry deferential demure deride despot

diligent elated eloquent embezzle empathy enmity erudite extol fabricate feral forsake

fractious furtive gluttony gratuitous haughty hypocrisy impeccable impertinent implacable

implicit impudent incisive indolent inept infamy inhibit innate insatiable insular intrepid

inveterate jubilant lithe lurid maverick maxim meticulous modicum morose myriad nadir

nominal novice nuance oblivious obsequious obtuse panacea parody penchant perusal

plethora predilection quaint rash refurbish repudiate rife salient serendipity staid

superfluous sycophant taciturn truculent umbrage venerable vociferous wanton zenith

O Ludwig Wittgenstein, philosopher, suggests that language helps us to expresswhat we notice.


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Writing: A* and not A*This is A* writing: Describe the room you are in.

This room is prisonlike. It feels somehow as if I am trapped here, imprisoned, even

though the window is open, the door ajar, and a breeze drifts in from outside. All the

same it is a prison, a place where I am locked each eveninguntil Ive completed my

homework. It ought to be a private place of enjoyable study; instead, sadly, with theexams looming, its a place I loathe.

(= variety of sentences, variety of vocabulary)

This isnt A* writing: Describe the room you are in.

The room is small and like a prison. I feel as if I am trapped here because of all the

work I have to do before the exams. A window and door are open and there is a soft

breeze but it still feels to me like a prison cell.

(= lack of variety of sentences and predictable vocabulary)


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8 Ways of Adding Pzazz to Your

Writing For an A* at GCSE1) Start with descriptive detail

2) Use eye-catching similes/metaphors

3) Use vivid but not over-the-top vocabulary

4) Play around with point-of-view

5) Use sentence variety (short & long)

6) Start some sentences with a phrase

7) Use a mix of statements, questions, dialogue, statistics,quotations:

8) Show that you understand how punctuation works:


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O Always plan your response (by paragraphs to ensure you usethem)

O Spend less time on the first writing task than on the second

O Always proof read your work: check for spelling, capital letters andpunctuation.

O Who is your target audience? Make sure your writing suits them.

O Avoid slang and ordinary vocabulary.

O Practise writing timed responses so that you can work underpressure.

Section B: Key Tips


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Text-level

O Confident appropriate tone

O Formal and informal styles, as appropriate

O Understanding of genre (eg newspapers, ghost stories)

O Clearly organised eg layout, and sophisticated discourse markers (eg

however, although, despite this)

Sentence-level


O Short sentences used more than in C and F work

O Confident punctuation to assist the readers understanding esp parentheticalcommas, colons, semi-colons. No use of the comma splice

Word-levelO Lively, often unexpected, but not over-elaborate




O Correctly spelt

English Language:

A/A* Writing Checklist


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English Literature

2 papers (75% of GCSE)

Unit 1: Exploring

Modern Texts:

O 22nd May 2012

O 1hr 30 mins

O consists of 2

sections.

Unit 2: Poetry Across

Time:

O 24th May 2012

O 1hr 15 mins

O consists of 2

sections.


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Section A: Modern Prose or Drama

Oneessay response from a choice of two questions.

(An Inspector Calls orLord of the Flies)

Section B: Exploring Cultures

Candidates answer one question, in two parts,

on the set text:

1: response to a passage from the text

2: candidates link the passage to a whole text.

(Of Mice and Men orTo Kill A Mocking Bird)

English Literature: Unit 1


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Section A: Poetry cluster from the anthology

(45 mins - 36 marks)

Essay response on the Relationships poetry cluster.

Candidates compare one named poem with anotherchosen by the candidate.

Section B: Responding to an unseen poem

(30 mins - 18 marks)

A compulsory unseen poem. Candidates answer acompulsory question about the poem.

English Literature: Unit 2


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English Literature: A/A* Checklist

O Show a detailed knowledge andunderstanding of text supported by

quotations and a relish for the language of

the text.

O Show you ability to use a formal, analytical

style in writing about literature

English Literature: A/A*


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O Useful revision websites include:

http://www.bbc.co.uk/schools/gcsebitesize/http://www.englishbiz.co.uk/

http://www.s-cool.co.uk/gcse

http://www.geoffbarton.co.uk/student-resources.php

http://www.youtube.com/DreamTeachers

Revision
http://www.bbc.co.uk/schools/gcsebitesize/http://www.englishbiz.co.uk/http://www.s-cool.co.uk/gcsehttp://www.youtube.com/DreamTeachershttp://www.youtube.com/DreamTeachershttp://www.s-cool.co.uk/gcsehttp://www.s-cool.co.uk/gcsehttp://www.s-cool.co.uk/gcsehttp://www.englishbiz.co.uk/http://www.bbc.co.uk/schools/gcsebitesize/http://www.bbc.co.uk/schools/gcsebitesize/


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Final Revision Hints

before the exams Good revision is active. Test yourself on key ideas

and concepts. Say them aloud. Pretend you areteaching the topic to someone else. Get your mumor dad to test you.

Make a list of the key words that will make yousound like an authority (eg in English Literatureuse the word suggests instead of saying thepoet says).

Get in shape for exams. Get enough sleep. Eatslightly less. Bring water to keep your brain fresh.


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Final Revision Hints

writing styleO Remember that your writing skills will be really important in many

exams.

Try to avoid using long sentences that are joined with and and but.

O Instead try to start and end paragraphs with short sentences (The two

poems are quite similar.

O Use connectives that will take your writing to a higher level: as,

although, because, when, so, despite. Example 1: This sentence

would get a grade C, but its not that bad. Example 2: Although this

sentence would get a gradeA, its not so different from the previous

one.

O In literature, use short quotations embedded in your normal sentence(one or two words) to show that you really know the text.

O In most writing avoid saying I. Keep it impersonal. Instead ofI think

the poem is oldfashioned because , say The poem is old fashioned

because )


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Punctuation saves lives


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End of PresentationIf you would like a copy of this presentation it will

be available on Saber or email me:

[email protected]

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How to Get an a in English-Parents Version