Exam Revision Paper 1. Advanced English 2018

Transcription

1 Exam Revision Paper 1 Advanced English 2018

2 The Syllabus/Rubric Reading to Write Goals: Intensive, close reading Appreciate, understand, analyse and evaluate how/why texts convey complex ideas Respond perceptively (insightfully) to texts through writing Through the study of texts, students develop insights into the world around them +deepen their understanding of self and others Compare texts to understanding how knowledge of language patterns, structures and features can be applied to unfamiliar texts Understand how elements (tone, voice, image, genre, theme) contribute to meaning and how meaning is shaped by purpose audience and context. Strengthen comprehension, analysis, interpretation and evaluation Understand how language features (structure, tone, imagery, syntax) are used for effect Use appropriate terminology, modality and register when analysing and assessing texts Control spelling, punctuation, and grammar Understand how their own distinct voice may be expressed in different ways for specific purposes Reflect on their skills and knowledge as writers

3 Concepts learned in Module: Reading To Write Study the elements of a narrative Narrative point of view (first person, third person objective, third person omniscient, third person limited) Conflict (character vs character, self, nature, society) Plot + Hero s Journey Characterisation (direct and indirect methods + types of characters: parallel, foil, catalyst, protagonist, antagonist, anti-hero, supporting, flat, static, dynamic, round) Stylistic Devices: simile, metaphor, imagery, juxtaposition, irony, pathetic fallacy, symbolism, personification, zoomorphism, allusion, irony Tone Form + Genre Context (authorial, historical)

4 Writing Skills Learned in Reading To Write: Full sentence structure, capital letters, apostrophe, subject and verb agreements, transitional words and phrases Analytical Paragraph Responses (RACES) Short Fiction Writing (for different purposes/genres) Reflective Essay

5 Exam Approach What to expect and what to do when you sit to write the exam...

6 Paper 1 The purpose of this paper is to test the skills and concepts practiced in the Reading to Write Module. You will be expected to: 1. Compare, analyse, explain, and assess the ways techniques are used to represent ideas in texts (short answer reading response) 2. write a creative piece (short fiction based on a prompt) 3. reflect on your writing Paper 1: 1 hour 30 minutes

7 SKILLS TESTED: COMPARE,ANALYSE,EXPLAIN, ASSESS TIPS TO REMEMBER...

8 REMEMBER: MARKS ARE AWARDED PRIMARILY FOR ANSWERING THE QUESTION READ QUESTIONS CAREFULLY AND UNDERLINE KEY WORDS (CONCEPTS) ANNOTATE THE TEXT TO FIND EVIDENCE TO ADDRESS THE KEY CONCEPTS UNDERLINED

9 SAMPLE QUESTION: Compare the ways unique personal insights into discovery are revealed in Text 4 and ONE other text from Texts 1, 2 or 3. (6marks)

10 Sample marking criteria:

11 Sample Annotation

12 When writing the answer REMEMBER: ENSURE THAT THE KEY TERMS IN EACH QUESTION ARE ADDRESSED CLEARLY IN RESPONSES SUPPORTING EVIDENCE MUST INCLUDE APPROPRIATE AND WELL-CHOSEN TEXTUAL REFERENCES USE RACES AND BE CONCISE & SPECIFIC IN THE ANALYSIS (EXPLANATION) - AVOID NO VALUE ADDED STATEMENTS!

13 When COMPARING: BEST ANSWERS ENGAGE IN ACTIVE COMPARISON BEST ANSWERS INTEGRATE ANALYSIS OF BOTH TEXTS BEST ANSWERS USE COMPARISON/CONTRAST TRANSITIONAL WORDS: In contrast, Alternatively, Furthermore, Text 1 differs in, Is analogous, In comparison, Similarly, Correspondingly, Conversely, Much like, Also, is aligned with

14 SAMPLE ANSWER:

15 Discoveries can be physical, intellectual, spiritual or emotional and lead to unique personal insights. A comparison of Text 1 and Text 4 reveals how contrast is used to show that these discoveries are often contingent on the individual s perception of the world. In Text 1 Quinn reveals a unique insight into the joys of discovery where the narrator has an openness to discovery through the ironically mundane and simple act of walking through the suburbs. Accumulation conflated with first person narration is used to emphasis his unique personal insight: Walking is free, it feels good, it helps me think lets me see the city in a way that just isn t possible otherwise. Whilst the male character of Text 1 sees with clarity that his suburban walks will offer great discoveries, the female character of Text 4 views her walk in nature with apprehension, initially mistaking the beautiful butterflies as ominous. Her perception of the environment is tainted by fear, clearly evoked through the use of the simile little v-shaped points, like arrows...scattered here for the purpose of confusion. Such fear initially limits her unique insight into the beauty of nature. Quinn, in Text 1 also reveals that his character experiences a unique personal insight on an intellectual level when he becomes aware of that walking is a healthy pastime. A lexical chain detailing health benefits highlight his personal insight: my heart beats faster walking staves off chronic disease, improves muscle tone and you can shed a few pounds. In contrast, the female character in Text 4 has an almost religious experience as she realises the enormity of nature s beauty. Unlike the narrator of Text 1, the female has an epiphany. A motif of light is used to describe her unique spiritual awakening: she had shuttered her eyes and looked without seeing (then)the air glowed golden far mountainside was covered with trembling fire air filled with quivering butterfly light.

16 SAMPLE QUESTION: In the feature article How I discovered that everyday walking is no mere pedestrian activity how does the author reveal the pleasure of discovery? (SKILL: ANALYSE + EXPLAIN)

17 WRITE CONCISELY BE AS CONCISE-TO THE POINT- AS POSSIBLE WHILST STILL ANSWERING IN FULL SENTENCES - In the Text 1, the feature article How I discovered that everyday walking is no mere pedestrian activity the author makes effective use of many techniques to reveal the pleasure of discovery. One technique employed throughout the text is emotive language. The author Stephen Quinn employs emotive terms such as free, feels good and simple joy to convey the pleasure the character experiences as he walks through the city suburbs and discovers new experiences. In Text 1, the pleasure of discovery is revealed through the author s cumulative use of emotive language such as its free, feels good and simple joy which clearly conveys the narrator s pastime of walking which brings unexpected benefits.

18 SAMPLE QUESTION: How is contrast used to highlight discovery in the text provided? (SKILL: ANALYSE + EXPLAIN)

19 ANALYSIS: QUOTE FROM THE TEXT AND/OR MAKE DETAILED REFERENCE TO THE TEXT. The composer contrasts reality with the child s vivid imagination to highlight the child s discovery. A mood of congestion and discomfort is created through the child s sensual descriptions, feel shoved again when the child looks at reality. This feeling is contrasted with the calm mood that is produced when the child imagines herself out in the deep water. The vastness of the ocean and the whale alarms the child, but when she imagines she is sitting on the ocean floor, as small as a speck of phosphorene it is peaceful. Therefore, through the contrast of reality and imagination the text highlights the child s discovery about her insignificance which allows her to speculate about whether everything starts out like just a simple pattern.

20 SAMPLE QUESTION: Assess the author s use of juxtaposition in developing a dynamic character. (SKILL = ANALYZE AND ASSESS)

21 To Assess means to MAKE JUDGEMENTS BASED ON: THE EFFECTIVE USE OF FORM AND FEATURES TO CONVEY THE CONCEPT OF DISCOVERY THE DEPTH/SCOPE OF EXPLORATION OF THE CONCEPT OF DISCOVERY HOW THE COMPOSER APPEALS TO/ ENGAGES THE AUDIENCE USE TERMS OF EVALUATION: EFFECTIVELY, SUCCESSFULLY, CONVINCINGLY, EVOCATIVELY, ETC.

22 CONSIDER THIS MARKING SCALE & TIMING: a.)= 2 MARKS. THE MOST STRAIGHTFORWARD QUESTION. ONLY SPEND A FEW MINUTES(MAXIMUM OF 5 MINS.) b.)= 3 MARKS. MORE COMPLEX THAN a.), REQUIRING MORE SUBSTANTIAL TEXTUAL EVIDENCE AND ANALYSIS. SPEND ROUGHLY 7-8 MINUTES c.)=4 MARKS. MORE COMPLEX THAN b.) REQUIRING EXTENDED, SUBSTANTIAL ANALYSIS. SPEND ROUGHLY MINUTES. d.)=6 MARKS. A MINI ESSAY- 2 TO 3 PAGES, REQUIRING AT LEAST 15 MINUTES TO COMPLETE EFFECTIVELY

23 LET S PRACTICE! READ THE SNIPER ON MY WEBSITE AND ANSWER THE FOLLOWING QUESTIONS: 1. Why is the sniper surprised at the end of the text? (2 marks) 2. Explain how is the protagonist s sense of shock is conveyed. (3 marks) 3. Explore how the text uses point of view to promote its message.(6 marks) 4. Compare this text to a short fiction studied this term in order to assess how the writer uses language to create interest in his protagonist. (6 marks)

24 Writing Short Fiction There will be a separate slide show and lesson for this part of the exam.