Exam Stress to Exam Success!

Transcription

1 Exam Stress to Exam Success! Learn to recognise when you're stressing out. A break or a chat with someone who knows the pressure you're under will get things into perspective. Avoid comparing your abilities with your mates. Those "Oh my God I've only read Macbeth 17 times" conversations are such a wind up. Everyone approaches revision in different ways, so just make sure you've chosen the method that works best for you. Make a realistic timetable. Stick to it. Eat right. Treat yourself like a well honed machine. Fresh fruit and veg. Proper breakfasts. No one can think straight on Coffee and Cornflakes. Sleep well. Wind down before bed. Don't revise under the duvet - your bed is a sanctuary not a desk. Get your 8 hours. Exercise. Nothing distresses the mind faster than physical activity. Build it into your timetable. Being a sloth makes our mind sloppy too. Quit the bad habits. Cigarettes. Alcohol. Never stopped anyone being stressed for long. Panic is often triggered by hyperventilating (ie quick, shallow breaths). So if you feel yourself losing it during the exam, sit back for a moment and control your breathing. Deep breath in and out through the nose. Counting to five each way. Steer clear of any exam 'post-mortem'. It doesn't matter what your mate wrote for Question 3(b). It's too late to go back and change your answers, so it will just make you worry even more. Ultimately, don't lose sight of the fact that there is life after exams. Things might seem intense right now, but it won't last forever.

2 Revision Timetable

3 Year 11 English Language Exam Foundation Overview What do you need to know? Skills you will be assessed on Grade Boundaries Reading Writing C=53/80 Reading for meaning How you engage the reader and D=41/80 achieve the purpose E=30/80 F=19/80 Analysing language and presentational features How you organise your writing Comparing two texts Your spelling, grammar and punctuation Section A: understanding non-fiction texts What will the examiner expect you to do in Section A? How is the paper structured? Foundation: You will get 3 unseen texts and 4 questions to answer. Question 1a will be about Source 1 and it will test your ability to find information from the text. Question 1b will also refer to Source 1 and it will test your ability to understand and interpret the text. Question 2 will refer to Source 2 and it will test interpret information and ideas from the text. Question 3 will refer to Source 3 and it will test your ability to analyse the effectiveness of the language in the text. Question 4 will require you to pick two texts to compare. The question will test your ability to compare the presentational features.

4 How can you improve your grade and get the best mark possible for Section A? Typically, grade D students might find an interesting feature in a text but fail to develop the point or fail to link it to the writer s intention. To improve, you should always come back to the GAP and always select details that are effective in meeting that intention. At C grade, students will show that they understand a text and can sometimes comment on language choices and how these meet the writer s intentions. Section B: producing non-fiction texts Q5: this question will ask you to either write to inform, explain or describe. It is worth 16 marks. Q6: this question will ask you to either write to persuade or argue and it is work 24 marks. What will the examiner expect you to do in Section B? Assessment Objectives How can you improve your grade and get the best mark possible for Section B? Typically, a grade D student might make an interesting point in their writing but fail to develop the point or fail to link it to their intention as a writer. To improve, you should always come back to what the GAP is of your writing and include details that are effective in achieving your purpose. You should concentrate on how you use your sentence structure to boost your grade to a C. At a C grade, students will show that they can make language choices that meet their intentions as a writer. Their work will be accurate expect perhaps where they have attempted to use complex structures or vocabulary.

5 3 Reading Section Writing Section Q1 Q2 Q3 Q4 Q5 Q6 F A)Find and list (4 B) Interpret (4 1a must have 4 clear points. 1b shows clear understanding of the text with points written using PEE. 2 PEE chains needed. (4 marks for 1b) F Interpreting meaning (8 marks ) Clear evidence that the text is understood with clear evidence to support. 3 or 4 PEE chains showing that most of the text is understood. (7-8 F Analysing language (12 Clear understanding of how words, phrases and some techniques are used to achieve the purpose and engage the reader. A number of clear PEE chains used. (9-12 F Comparing presentational features (12 Clear understanding of how and why presentational features are similar/ different in the texts to achieve the purpose and engage the reader. Relevant examples used to support points. (9-12 Inform, explain or describe (16 Persuad e or Argue (24 Engage the reader with detailed and clear ideas. Clearly achieve the purpose. Use appropriate vocabulary to engage the reader and achieve the purpose. Employ paragraphs and cohesive devices. A range of accurate sentence structures, punctuation and spelling. 2 Some evidence that the text is understood for 1 b with some relevant quotes to support points. (2-3 marks for 1b) 1 Shows limited evidence that the text is understood, Quotes are there but not really relevant. (1 mark for 1b) Some understanding of the text with PEE used to show some relevant interpretation. (4-6 Shows limited evidence that the text is understood, Quotes are there but not really relevant. Too much copying out of the text. (1-3 Some understanding of how words, phrases and techniques are used to achieve the purpose and engage the reader. Some points have relevant evidence. (5-8 Limited evidence that the language in the text is understood. Simple supportive comments used with no real detail or development of points. (1-4 Some evidence that the presentational features are understood with some attempt to cross reference. Some comment on the effect of the features. (5-8 Limited evidence that the presentational features are understood. Simple cross reference.(1-4 Engage the reader with some clear ideas which mostly achieves the purpose. May use appropriate vocabulary to engage the reader. Attempts to use paragraphs and cohesive devices. Mainly accurate sentence structures, punctuation and spelling One or two simple points made with success. Limited effective vocabulary used. Occasional evidence of achieving purpose. Limited use of correct spelling and punctuation with occasional accurate sentences.

6 Time Management and How to Approach the Questions Foundation Questions and Top Tips Q1a) Finding information 5 minutes Underline key words in the question, so that you know what you are looking for. Read the extract and underline relevant information. 4 points Q1b) Finding and interpreting 5 minutes Underline key words in the question, so that you know what you are looking for. Read the extract and underline relevant information. You may wish to make your own interpretations in the margins of the handout to prepare your answer. 2 PEE chains Q2) Interpret Information 10 minutes Underline key words in the question, so that you know what you are looking for. Read the extract and underline relevant information. You may wish to make your own interpretations in the margins of the handout to prepare your answer. 3 or 4 PEE chains Q3) Understand and Interpret Language 10 minutes Underline key words in the question, so that you know what you are looking for. Read the extract and underline relevant language features. You may wish to make your own interpretations in the margins of the handout to prepare your answer. Look for how and why words, phrases and techniques are used. Aim for 4 examples of analysis using PEEAP or FEEL Q4) Compare Presentational Features 30 minutes Underline key words in the question, so that you know what you are looking for. Pick your second source. You must know the GAP of each source.

7 Read both extracts and highlight any presentational features. Underline any relevant references to the text. Plan how they are similar and different. Aim for 4 comparisons Q5) Writing to inform, explain or describe. 25 minutes Q6) Writing to persuade or argue 35 minutes Section A: Reading Presentational Features Font size/style Headlines Subheadings Pictures Charts Graphs Logos Website addresses Colour Captions Structural Features Paragraphs Bullet points Sections Boxes Introduction Conclusion Summary Repetition Discourse features like: firstly, secondly, in conclusion, numbering

8 Language Techniques Descriptive Sensory description: when the writer describes what they can see/ hear/ taste/ smell and touch Simile: when you describe something by saying that it is like or as something else Metaphor: when you describe something as if it is something else. Alliteration: when words start with the same sound. Imagery: when words/ phrases create an image in the reader s head. Onomatopoeia: when words represent sounds Informative Facts: numbers, dates, statistics Opinions: when the writer expresses their opinion Persuasive Rhetorical Question: when the writer uses a question with an obvious answer the engage the reader. Personal pronouns: the writer will use words like you and we to make the reader feel more involved. List of three: when the writer lists three things in a row to make it memorable and to impact on the reader. Emotive language: when words/ images stir an emotional response from the reader. Anecdote: when the writer includes a personal story. Type Explanation Example Nouns Naming words e.g. 1) Jack is upset. e.g. 2) The table is flat. e.g. 3) The crowd surged forwards. Verbs Adjectives Doing words (indicating an action or a state of being) Words that describe a noun or pronoun e.g. 1) The dog is barking. e.g. 2) The horse has a long mane. e.g. 3) The student walked away. e.g. 1) The bus was big and red. e.g. 2) Several people were queuing. e.g. 3) It s sad that my sister is nicer than your brother.

9 Pronouns Adverbs Used instead of a noun to avoid constant repetition (e.g. He, she, it, they) A word that adds information to a verb (either how, when or where it was done) e.g. 1) Jack liked Jill. He was head over heels for her. Their love was amazing. It was never-ending. e.g. 1) She moved slowly. e.g. 2) Amanda walked in earlier. e.g. 3) The dog walked far. Sentence Types Simple sentence: This is a sentence with a subject and a main verb. E.g. I went shopping Compound sentence: This is a series of two or more simple sentences joined together with a connective. E.g. I went hopping and bought Bill a birthday present. Complex sentence: This is a longer sentence with one part dependent upon the other. E.g. I went shopping because I needed to buy Bill a present. After dinner, I went shopping. Minor sentence: This is a sentence which breaks the rules, as it is normally only one word. E.g. Gutted! You can also comment on sentence types: Statements Questions Exclamations When analysing language features: Remember to use PEAP P: Make a point that re-phrases the question and identifies a language feature E: Use a short quotation as support E: explain what it suggests/ why it is there A: how does it make the audience feel? P: how does it achieve the purpose? Or

10 F: feature of language E: evidence E: emotions it makes the reader feel L: link it to the question and the purpose Writing Purposes Writing to Describe Remember to use your senses to describe what you can see, hear, taste, smell and touch. Use similes, metaphors, alliteration, lists of three, onomatopoeia and interesting vocabulary. You could try to use a metaphor throughout your essay. Writing to Explain/ Inform Remember to plan your response to organise your paragraphs logically. Give detail about the topic and make sure that you are appealing to the targeted audience. Use the appropriate presentational and structural features. Writing to Persuade Remember to make sure that you choose the correct style of writing to suit the audience and purpose of the task. Use different persuasive devices like: rhetorical questions, personal pronouns, lists of three, alliteration, facts, opinions, powerful language, emotive language, anecdotes etc. Use powerful, short sentences for effect. Remember a short paragraph can be very persuasive! Writing to Argue Remember to counter argue and organise your response logically Present your argument in a powerful way and use different persuasive devices too. Always appeal to the targeted audience. Use a range of connectives to link your ideas.

11 Common Connectives: And But Too Moreover Furthermore As well as Also Meanwhile Because After Before Next Finally First Second Third So Then Especially Indeed Significantly In particular Similarly Thus Therefore Consequently However Although Unless If Alternatively Such as For example For instance Whereas Otherwise Likewise TASK: Organise the connectives into 4 lists: Connectives to order information. Connectives to show similarities. Connectives to show differences. Connectives to show reinforcement of an idea. Common mistakes: There a place (remember here is in the word there ) e.g. 1) He went over there to get some water. e.g. 2) I can find my own way there. Their To indicate possession e.g. 1) It s their dog. e.g. 2) My friends have lost their coats. They re Abbreviated version of they are e.g. 1) They re over here. e.g. 2) I m glad they re happy with everything. To Too Used to show direction or as part of a verb Indicates something is excessive or is as well as something else e.g. 1) he passed the bag to his brother. e.g.2) She wanted to read the new Twilight book. e.g. 1) That is too expensive! e.g. 2) Will you be eating too? Two The number two e.g. 1) There were two boys. e.g. 2) I will take two of these.

12 Was Were We re Used when writing in the singular Used when writing in the plural Abbreviated version of we are e.g. 1) I was very upset. e.g. 2) She was in need of a haircut! e.g. 1) They were happy to be here. e.g. 2) We were in a new place. e.g. 1) We re here at last. e.g. 2) When we re happy, I am glad. Where Refers to a place e.g. 1) Where are we now? e.g. We are going who knows where. Key Punctuation. Full Stop To indicate the end of a sentence, Comma Apostrophe 1) To separate items in a list (e.g. I need to buy chocolate, sweets, apples and milk.) 2) In between clauses in a sentence (e.g. Although we sometimes doubt them, teachers are always right.) 1) Possession: to show that something belongs to someone or a group of people (e.g. That is Anna s coat; I have two dogs. These are my dogs toys.) 2) Omission: to show that a letter, letters or word has been removed (e.g. They are wrong = They re wrong.)? Question Mark Used at the end of a sentence to show that it is a question! Exclamation mark Speech marks/quotation marks : Colon 1) To highlight humour 2) To emphasise strong or sudden feelings like anger, surprise, delight etc 1) Used to indicate the words that are actually spoken (NB: any punctuation within the speech must be included before you close the speech 2) Used to indicate words/sentences taken directly from a text 1) To introduce a quotation (e.g. The teacher said: work hard. ) 2) To introduce a list (e.g. There are many things to look forward to: sun, sea, the beach and good times)

13 ; Semi-colon... Ellipsis ( ) Brackets - Dash 1) Separating two closely-related sentences, giving a shorter pause than a full stop (e.g. I know I can pass my exams; I have the knowledge and understanding to do it.) 2) Separating the sections of a complicated list (e.g. I like cats because they re cute; I like dogs because they re loyal; and I love dolphins because they are intelligent) 1) Used to suggest a situation could run on forever (e.g. the film seemed to last forever...) 2) Used to give an air of mystery (e.g. who can imagine the horrors they witnessed...?) 3) Used to suggest the reader can decide for themselves (Which way will you vote...?) Used to offer additional information (e.g. George was very efficient (except when he was tired) and he worked very hard.) Used in the same way as brackets and can also be used to make information stand out (e.g. Rupert Murdoch worth over 50 million is a very rich man.) Writing Self-Assessment List Organisation: Have I used paragraphs properly to mark the topic shifts in my writing OR have I used the same layout features as a real text in this genre? Have I used a range of cohesive devices to link my points to guide my reader through my writing? Content: Have I confidently used vocabulary to engage my reader and achieve the purpose? Have I confidently given detail to interest the reader and keep them interested throughout? Have I used linguistic techniques to achieve the purpose? Accuracy: Have I written in Standard English? Have I used a range of different sentences to engage the reader? Have I used a range of punctuation marks correctly? Have I checked my spellings for careless errors?

14 English: Suggested tasks 1. Study an advertisement in a magazine or newspaper or on the internet. Decide who the audience is, and how you know, what is the advert trying to say and how it says it. Think carefully about the words and images that have been used. Think about the size of the picture and the words what effect is the advert trying to have on you? Jot down some words to describe the effect you think the advertiser is trying to create and then use a thesaurus and develop and extend your vocabulary. 2. Read a newspaper report from The Guardian, The Times, The Independent or The Telegraph 3. Create a poster to go up in your bedroom of the features you might expect to find in a persuasive text. 4. Go on to the BBC Bitesize web site, English section and complete the Reading Non-Fiction Texts section: Getting started, genre, audience, purpose, language, information, style, tone. 5. Compare two texts; one must be an information leaflet and the other a newspaper report from a tabloid web site or newspaper (e.g. The Sun, News of the World, Daily Mail, Mirror). 6. Go onto the BBC Bitesize Web site, Reading Non-Fiction Texts section and complete the comparative exercise and the comparative exam question. 7. Here is the opening to an essay: Write a persuasive article for a teenage fashion magazine about whether following fashion is important. Whether or not you choose to follow fashion depends very much on you. Some people like to wear whatever is cheapest. Others want things that are warm or practical and others want to look like they ve just stepped off the catwalk or out of a high street shop. Some people just HAVE to be seen in the latest gear whatever the cost. Using your poster from task 3, rewrite this so it is really punchy and persuasive remember who your audience is and what your purpose is. 8. Read an information or a persuasive leaflet and complete Appendix 2, identifying the audience, purpose, use of fact and opinion, the language and the layout. What do you think is the writer s intention? 9. Plan a response to this question: Write an article for a newsletter in which you aim to persuade your readers that animals should be released from any form of captivity. This question could account for up to 15% of your final GCSE English grade. 10. Write a persuasive essay from one of your plans. 11. Take an advert from a magazine and make notes about how it communicates; focus especially on the picture or pictures. Think about the graphology remember someone has been paid a lot of money to communicate to their audience and persuade them to buy the product why have they made the advert look like this? 12. Look outside your bedroom window. List four things you can see. For each thing, describe how it looks, sounds, tastes and smells. Write four sentences, each one beginning with either an adverb, or an adjective, or an exciting and dramatic finite verb (e.g. Whirling across the road, the leaves brushed the tarmac, bruising the cold concrete with the fresh, acrid smell of decomposing life.) 13. Plan this essay in 15 minutes: Journeys can be exciting, boring, or a mixture of both. Describe a journey you have made, so that the reader can imagine it clearly. Focus on vocabulary choices, using a thesaurus, and building up detail and description through the choice of subordinate clauses. Remember to make it interesting: it s good to have a hook at the beginning e.g. It was

15 a matter of life and death; arriving on time was essential. 14. Read a Sunday paper. Choose a substantial article and using Appendix 2, analyse the effectiveness of the article. Allow yourself twenty five minutes and write an essay which explains how the writer communicates with the reader. 15. Timed practice: Allow 40 minutes for planning and writing this essay: Write to the Examination Board and persuade them to award GCSEs on coursework grades alone, and to stop all examinations. Write four paragraphs and then check your work. What do you need to do to improve your work? Get on and do it. Share the best parts of your essay with someone else in the house they ll probably enjoy it: I ll bet you re lovely to live with right now. 16. Allow 45 minutes to plan and answer this question: Describe your ideal holiday location.

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