1.1 Exam Feedback NEXT TIME …..

 Do not underline the author’s name and only refer to them by their last name  Use formal language not slang or cliches  NEVER retell the plot – use details and events as examples to answer the question  Choose relevant examples and quotations  The second part of the question is crucial. Often people neglect it. It should be your main focus.  If the question asks for one or more characters, limit your discussion to one or two discussed in depth.  If you are writing about the novel please don’t refer to the film  State briefly who each character is eg T-Ray, Lily’s father; Mercutio, Romeo’s friend

Essay Structure  Answer both parts of the question  Address both parts of the question in the introduction and the conclusion, including the title of the text and the author  Don’t be afraid to add in a 4 th main body paragraph if you want to (another explain paragraph)

In each body paragraph you need to:  Start with a clear topic sentence that addresses key parts of the question/topic often using keywords or synonyms  Explain your point with evidence  Explain any quotes you use  Incorporate the quote into your sentence eg Try to avoid 'This quote shows …  Explain the link between your evidence and the comment  The comment at the end of each body paragraph is your chance to be perceptive about the topic, sound confident, use key words (or synonyms) from the topic  Your beyond the text links should flow seamlessly without looking forced. They should be relevant and specific to the text  After the comment you need a sentence linking back to the topic sentence.

Question One  This was a popular choice  Choose a character that teenagers can relate to eg Hazel/Josie/Lily – teenage girls, Atticus – father figure  Remember that important generally means that they’ve taught you something; either positive or negative. Think life lesson or change of perspective.  To get to Excellence your essay must address why it is important for teenagers specifically.

Question Two  Many students didn’t answer this question, however, this was an ideal question to choose. Remember to read the italics which, in this case, give you choices and clues.  Students who discussed character/events/relationship/conflict generally did quite well as they could explain how it developed an idea.

Question Three  This was also a popular choice  It’s important to clearly identify and describe the conflict.  Many students didn’t address the second part of the question about characters. Some people wrote about what this conflict helped the reader to understand about a theme – which wasn’t what the question was asking and was, therefore, incorrect.  Good answers focussed on characters that were greatly affected by the conflict. This enabled them to explain what the reader learnt about the character because of the conflict.  Those students who discussed a conflict that was resolved tended to lose focus on the question

Question Four  Only a few students answered those question  Remember emotion is a feeling, it is not a character quality  The key to this question is the reader’s engagement so there must be some discussion of a reaction.

Question Five  Incident is something that happens it doesn’t necessarily have to be a major event.  Many found the second part of this question tricky. Good answers focussed on explaining what happened because of the incident. Think: cause and effect.

Question Six  This was a popular question  It worked well for To Kill a Mockingbird, Romeo and Juliet and Orphan Train. Texts that were set in a different era.  Answers must explain how the setting helped the reader to understand characters in a different time or place.

Question Seven  Very few people chose this question.  Choosing the right technique and relationship was key to answering this question well.  To answer this question well you need to know language techniques well.  You need to be able to state how and why they are used.