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Preparing for the examination

Preparing for the examination. Objective: to examine different approaches to essay writing . Get top marks by remembering that… . The Lovely Bones section will assess: Use of terminology/written expression/analysis (AO1/2) The Talk section will assess:

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Preparing for the examination

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  1. Preparing for the examination Objective: to examine different approaches to essay writing

  2. Get top marks by remembering that… The Lovely Bones section will assess: Use of terminology/written expression/analysis (AO1/2) The Talk section will assess: Your analysis/awareness of how context affects language (A02/3)

  3. Essay Structure 1 Paragraph 1: A comparison of context – purpose/audience/genre. Paragraph 2: Provide a brief summary of attitudes, feelings and ideas in each text (a good way of doing this is by discussing tone) Paragraph 3: Discuss an attitude, feeling or idea expressed in Text A, using linguistic/literary terminology to support your answer. Include a comment about how language might be affected by context. Paragraph 4: Discuss an attitude, feeling or idea expressed in Text B, using linguistic/literary terminology to support your answer. Include a comment about how language might be affected by context. Paragraph 5: Discuss a second attitude, feeling or idea expressed in Text A, using linguistic/literary terminology to support your answer. Paragraph 6: Discuss a second attitude, feeling or idea expressed in Text B, using linguistic/literary terminology to support your answer. Paragraph 7: Provide a short, neat conclusion comparing each text.

  4. Essay Structure 2 NB: you need to refer back to context throughout Paragraph 1: A comparison of attitudes, feelings and ideas in each text (a good way of establishing attitudes is by identifying tone) Paragraph 2: Make a comparative point about lexis and what this tells us about attitudes/feelings/ideas. Describe how this will be influenced by context. Paragraph 3: Make a comparative point about grammar and what this tells us about attitudes/feelings/ideas. Describe how this will be influenced by context. Paragraph 4: Make a comparative point about phonology or discourse structure (or even lexis or grammar) and what this tells us about attitudes/feelings/ideas. Paragraph 5: Provide a short, neat conclusion, giving a brief comparison of the two texts. Please note: you should be flexible about frameworks, depending on the paper

  5. Think … What kind of essay structure do you think might work for you?

  6. How can you revise for English in 30 minute chunks? How about? • Revising terminology from student surfer/twitter and creating flashcards • Buying a Nelson Thornes AS language and Literature (spec A) revision book and revising one topic • Reading through PowerPoints on student surfer and recording key ideas on your phone • Procuring glitter pens/paint and creating colourful posters with key revision ideas • Attending 30 minutes of a subject support session • Trying one of the ‘suggestions for independent learning’ on student surfer • Writing an introduction to an essay or completing a quick AFL sheet for a past paper • Create a revision wheel • Choose a topic you wish to revise, write your notes ‘twitter style’ on post-its and stick to an A3 sheet of paper • Most importantly, practice, practice, practice!! All past papers have been e-mailed to you.

  7. How can you make English revision more interesting to you? Jot down three ideas

  8. Personalised Revision Plan • Now identify two areas of English where you feel you could benefit from improvement. • Write a personalised revision plan as to how you can improve. Consider: • When you will revise these topics? • Do you need any extra help to help you revise? • How will you revise these topics? • How will you know you have improved?

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