Higher (National 6) Listening

Higher (National 6) English Assessment Overview Analysis and Evaluation Assessment (Close Reading) Listening Assessment Writing Assessment Talk Assessment Analysis and Evaluation Creation and Production UNIT ASSESSMENT (INTERNAL) Higher (National 6) English Assessment Overview COURSE ASSESSMENT (EXTERNAL) FOLIO – 30% EXAM – 70% CreativeEssay Discursive Essay Paper 1 – 30% Paper 2 – 40% Analysis and Evaluation (Close Reading) – 30% Critical Reading (Scottish Text) – 20% Critical Essay – 20%

Listening The Analysis and Evaluation unit tests two separate skills: Reading skills - your ability to interpret what other people have written. Listening skills - your ability to interpret what other people have said. These skills are related, both focusing on an awareness of: Understanding – your awareness of the writer / speaker’s ideas. Analysis – your awareness of the techniques the writer / speaker has used to put their ideas across. Evaluation – your ability to give your opinions about the writing / speech and to back those opinions up with evidence.

Listening – Assessment Standards To pass the Listening Assessment, you will need to: 1. Identify and explain the Purpose of the spoken text – what is it for? Audience of the spoken text – who is it for? 2. Identify and explain the main ideas and supporting details – show that you understand the text. 3. Applying knowledge and understanding of language to explain meaning and effect in depth and detail – show that you can analyse the text. In any Listening Assessment, there will be questions that test all of these skills.

1a) Purpose Questions The purpose of a text is the reason that the text has been written / spoken. To show an awareness of the purpose of a text, you should: Identify one clear reason why the text is being spoken. Provide evidence to support your answer to 1, and explain it if necessary. A typical question about the purpose of a text might look like this: “Identify one purpose of the speech. Explain your answer with evidence.”

1. Identify one purpose of the speech 1. Identify one purpose of the speech. Explain your answer with evidence. Possible answers might be: to highlight the importance of combating world hunger. The speaker highlights the number of people affected by lack of food. The speaker identifies ways in which food shortages are being addresses. to identify ways in which world hunger is being combatted. The speaker gives examples of strategies being used to address world hunger, e.g. enabling countries to decide what the most important things are for them, creating their own strategies, etc. to thank people who have been involved in using agriculture to combat world hunger. The speaker thanks Raj Shaw, farmers, researches, workers, etc. who have been involved in the project.

1b) Audience Questions The audience of a text is the group of people that is intended to read / listen to the text. To show an awareness of the audience of a text, you should: Identify one group of people that you believe the text is intended to be heard by. Provide evidence to support your answer to 1, and explain it if necessary. A typical question about the purpose of a text might look like this: “Identify a possible audience for this speech. Explain your choices with evidence.”

2. Identify a possible audience for this speech 2. Identify a possible audience for this speech. Explain your choice with evidence. Possible answers might be: Journalists who might write about the work being done to combat world hunger People who are interested in world issues. People with a specific interest in famine / hunger in the developing world. American tax payers / people who are interested in how American money is spent.

2. Understanding Questions Assessment Standard 2 requires that you can: “Identify and explain the main ideas and supporting details” This essentially means – can you demonstrate that you understand the text? Understanding questions focus on what the speaker is saying.

2. Understanding Questions How will I recognise an Understanding Question? Understanding questions will often ask you to: “Identify” – briefly indicate ideas or details from the text. “Explain” – describe, in detail, ideas or details from the text. How do I answer an Understanding Question? As with any Understanding question, the process is: Find the information in the text. Translate that information into your own words.

4. The speaker explains two contrasting trends in Africa 4. The speaker explains two contrasting trends in Africa. Identify these trends. Both of the following pieces of information are required: “incomes are rising, poverty rates are declining, there’s a growing middle-class” Many people are becoming more well off, financially. “far too many Africans endure the daily injustice of extreme poverty and hunger” Many others continue to be poor and not have enough food to eat.

5. Identify the ways in which the new Alliance for Food Security and Nutrition has a different approach to previous models, and the envisaged benefits of the new approach. State the “different approach” the AFSN takes: “rather than the old models of simply delivering food aid, the new alliance takes an innovative approach. African countries are in the lead – identifying their priorities, devising their own plans” Instead of simply providing food… …the project enables African countries to decide what is most important to them / create strategies of their own. State the “envisaged benefits” of this approach. “because they know their countries best” Nations will know what is most beneficial to themselves. “these programmes are far more likely to be sustainable.” These projects have a much greater chance of lasting for a long time.

6. Identify one tangible benefit of the new Alliance for Food Security and Nutrition to farmers in: a) Ethiopia b) Senegal Ethiopia “farmers […] are getting new loans, sometimes for small, mechanised products like this that can make all the difference” Agricultural workers can borrow money to invest in technology. Senegal “farmers here in Senegal are using their cell phones to share data, so they get the best price when they bring their products to market” Agricultural workers can use mobile phones to exchange information about how to make the biggest profit when selling their produce.

8. Identify the three outcomes of investment which the speaker would use to reassure concerned tax payers. Each of the following pieces of information is required: “it’s helping feed families” It’s ensuring people get enough to eat. “it’s helping people to become more self-sufficient” It’s ensuring people can look after themselves. “it’s creating new markets for US companies and US goods.” It’s providing new opportunities for American organisations and products.

3. Analysis Questions Assessment Standard 3 requires that you can: “Apply knowledge and understanding of language to explain meaning and effect in depth and detail” This essentially means – can you analyse the text? Analysis questions focus on how the speaker is saying whatever (s)he is saying. This type of question tests your awareness of language techniques used in the text. This includes rhetorical devices – techniques used by a speaker which are designed to have an impact on listeners.

3. Analysis Questions How will I recognise an Analysis Question? Analysis questions can be identified by clues in the question, such as: “Analyse…” “Referring closely to the speaker’s use of language / rhetorical devices…” A reference in the question about a particular language technique / rhetorical devices, e.g. word choice, structure, use of statistics, etc. How do I answer an Analysis Question? As with any Analysis question, the process is: Identify the language feature you have chosen to focus on, quoting it if appropriate.. Explain what this feature contributes to the text.

Possible answers include: “wonderful (opportunity)” 3. Before the speaker mentions Africa, he conveys his enthusiasm for the programme which will address “chronic hunger and long-term food security”. Referring closely to the speaker’s use of language, explain how this enthusiasm is conveyed. Possible answers include: “wonderful (opportunity)” Suggests the speaker thinks the programme is an excellent idea. “remarkable (men and women)” Suggests the speaker is in awe of the people involved in this project. “urgent (challenge)” Suggests the speaker recognises the extreme importance of the project. Use of statistic: “affects nearly 900 million people around the world” Reinforces just how many people the issues being addressed have an impact on. The climactic nature of the sentence leading up to “chronic hunger and the need for long-term food security” Emphasises the importance of addressing this issue.

7. Consider the section in which the speaker identifies the “goal” that the Feed the Future programme has set. Identify any TWO rhetorical devices used in this section, and explain their effect. Possible answers include: “lifting fifty million people from poverty within a decade” Use of specific figures illustrates the huge scale of the project’s goal. “ambitious but achievable” Alliteration of these adjectives highlights the fact that, while the goal of the project is challenging, it can be reached. “to partner with us – not to be dependent, but to be self-sufficent.” Expansion on the idea of “partner” reinforces the idea that Africa will not be reliant on America through its involvement in this project. “business people, farmers, academics, researchers, scientists” A list of professions who have committed to putting the programme together shows how diverse the people involved are, and how wide-reaching the project is.