This sh*t just got real again! Year 11 Countdown lessons https://www.youtube.com/watch?v=9jK-NcRmVcw&safe=active https://www.timeanddate.com/countdown/generic?iso=20170522T09&p0=136&msg=Time+until+your+first+English+Exam&ud=1&font=hand

Identifying our mistakes LO: To identify what went wrong on Paper 2! To annotate our question paper with useful hints and tips. To come up with individual revision plans to address our weaknesses. Identifying our mistakes

Question 1: what went wrong Q1: The one that selects what’s true Reading the wrong bit of text! Not shading in the circle (a computer marks this question!) Not reading carefully enough and making silly mistakes. Question 1: what went wrong

On the source, put a highlighted box around the lines you are being asked to answer about (the line numbers are down the side!). Highlight ‘shade the circle in the boxes’. Don’t tick a box or put a cross in it. When you read through the statements the first time, put a little dot next to the letter of the statements which you think are true. Read the statements really carefully and cross reference with the text – sometimes it will be a small detail that can mean the difference between getting a mark or not. When you’re happy you’ve selected the right four, shade the circles in the boxes. Spend no more than 5 minutes answering this question and then move on. If it helps, put the time you need to move on by. Question 1 Top Tips

Annotate

Answer Question 1 and then Question 3 before going back to Question 2. This may seem odd but Question 3 is about a single text whereas Question 2 and Question 4 are about both sources. It seems to make the paper a bit more manageable to do the two questions about one source first Though Question 3 may not be about the same source as Question 1. Alternative strategy

Question 2 What went wrong Q2: The one that summarises You overcomplicated it! This is not a comparison question – it is an AO1 task and is a test of basic comprehension. Question 2 What went wrong

Summarise your ideas using clear statements of the differences, supporting quotations and inferences to show their understanding. Think before you start planning and then writing. List the differences – you’ll soon find that there’s loads. Ensure that you use the focus of the question in your answer e.g. effects of the weather. Work on the basics by making a statement supported by a quotation. Then work on developing inferences (this shows/implies/conveys) For top grades work on make perceptive inferences – seeing things others might not. Remember Statement + Quotations + Inferences. This is NOT a comparison question. This is NOT a language analysis question. Advice from examiners

This question tests your AO1 synthesis skills This question tests your AO1 synthesis skills. Synthesis means bringing different things together; it does NOT mean compare. Some useful linking language when writing about differences: In contrast / Whereas / However / Whilst / On the other hand / More / Less Highlight details. The examiner wants to see you using quotations from both sources. As a rough guide, aim to use 2-3 quotations from each text. What does summary mean? Remember to keep things succinct. You do not need to analyse the language devices of the quotations you select but you will need to make inferences (use: this shows/suggests/implies/conveys). Spend a couple of minutes writing a mini-plan. For each source make brief notes about the how people are affected by the weather (or whatever the focus of the question is). Can you summarise the differences in a word or phrases e.g the effects of the weather are long term in Source A and temporary in Source B. Strategy 1 for structuring your answer: Statement – Quotation – Inference – Link – Statement – Quotation – Inference Strategy 2 for structuring your answer: source A: effects, evidence, inference. Source B: effects, evidence inference + difference Spend no more than 8 minutes answering this question and then move on. If it helps, put the time you need to move on by. Question 2 Top Tips

Source A shows the effect that a sudden storm can have on the people on Mount Everest, for example, thirty climbers become trapped in the ‘Death Zone’, fighting for their lives. Three Indian climbers are ‘stranded, exhausted and with their oxygen supplies running out’, which suggests that the weather has taken them by surprise because they are obviously not prepared for the storm. By the end of the following day eight people have been killed and from this we can infer that the weather can be fatal: if people don’t have shelter they will die. However in Source B the weather is not dangerous. It does result in people wearing extra layers of clothing and some even stay indoors, but those who do go out only have to blow on their fingers and stamp their feet to keep the cold out. The main difference between the effects in Source A and those in Source B is that the storm on Everest can kill people but in London the snow is more likely to just freeze your beard or turn your hair white.

Annotate

The one that analyses language (This question is pretty much the same as Question 2 from Paper 1 – the same skills are being tested so if you can crack it in one paper you can do it in the other!) Not using PEE+E Not using the correct technical terms Using banned (vague phrases) Q3 what went wrong

Put a highlighted box around the lines you are being asked to answer about. This question doesn’t have any bullet points. It might be worth putting them in to remind you of the things the examiner is expecting you to write about: words and phrases; language features and techniques; sentence forms. To write APES STOMP/CRAP FORREST next to the bullet about ‘language features and techniques’ to remind yourself of SOME of the techniques that writers use. Highlight the focus of the question e.g. to describe the storm. Even though this is worth more marks than Paper 1 Question 2, 3 is still the magic number! Find three words or phrases that most grab your attention in relation to the question. What effects do these words/phrases have? Can you identify any techniques the writer has used in your selections? PEE+E The following are BANNED (they are vague and could be made about ANY text): Makes the reader want to read on Puts an image in the reader’s mind (OF WHAT!?!?!?) Makes it interesting/engaging Makes it flow Say a lot about a little. Don’t select things you don’t think you can explore – that’s the danger of feature spotting rather than picking things that grab your attention. Fully explore the effect of the language used by the writer – what does it make the reader think, feel or imagine? Spend no more than 10 minutes answering this question and then move on. If it helps, put the time you need to move on by. Q3 Top Tips

Annotate

Question 4 What went wrong The one that compares. You used the wrong technique!!!! Unlike Q2, this is a comparison question and is about the writer though not just about what the writer is doing but what they are thinking, feeling, imagining and experiencing. It’s about the methods they use to show those thoughts, feelings, imaginings and experiences. Just because the question says ‘whole of the source’, don’t feel you need to write about everything that is there –be selective. Ask yourself: What is the writer’s intention in each text? What message is each writer trying to give me? Question 4 What went wrong

Highlight compare – what comparative conjunctions might we use in our response? What are synonyms for perspective? Highlight methods – what are we being expected to write about? Highlight references – remember that the examiner is expecting you to support your points with quotations. Find 2 to 3 quotations from each text that you think show the writers’ perspectives. Challenge: Do the perspectives change through the text? Plan your response by noting down these quotations and analysing/exploring the techniques the writers have used to convey their perspectives. Are there some obvious pairings of quotations between Source A and Source B? Each pair will make for a comparative paragraph in your response. Q4 Top Tips

Annotate