Exam RevisionAdvanced English 2018

The Syllabus/Rubric Reading to Write Goals:● Intensive, close reading

● Appreciate, understand, analyse and evaluate how/why texts convey complex ideas

● Respond perceptively (insightfully) to texts through writing

● Through the study of texts, students develop insights into the world around them +deepen their

understanding of self and others

● Compare texts to understanding how knowledge of language patterns, structures and features can

be applied to unfamiliar texts

● Understand how elements (tone, voice, image, genre, theme) contribute to meaning and how

meaning is shaped by purpose audience and context.

● Strengthen comprehension, analysis, interpretation and evaluation

● Understand how language features (structure, tone, imagery, syntax) are used for effect

● Use appropriate terminology, modality and register when analysing and assessing texts

● Control spelling, punctuation, and grammar

● Understand how their own distinct voice may be expressed in different ways for specific purposes

● Reflect on their skills and knowledge as writers

Concepts learned in Module: Reading To WriteStudy the elements of a narrative

★ Narrative point of view (first person, third person objective, third person

omniscient, third person limited)

★ Conflict (character vs character, self, nature, society)

★ Plot + Hero’s Journey

★ Characterisation (direct and indirect methods + types of characters: parallel, foil,

catalyst, protagonist, antagonist, anti-hero, supporting, flat, static, dynamic,

round)

★ Stylistic Devices: simile, metaphor, imagery, juxtaposition, irony, pathetic fallacy,

symbolism, personification, zoomorphism, allusion, irony

★ Tone

★ Form + Genre

★ Context (authorial, historical)

Writing Skills Learned in Reading To Write:★ Full sentence structure, capital letters, apostrophe, subject and

verb agreements, transitional words and phrases

★ Analytical Paragraph Responses (RACES)

★ Short Fiction Writing (for different purposes/genres)

★ Reflective Essay

Exam ApproachWhat to expect and what to do when you sit to write the exam...

Paper 1The purpose of this paper is to test the skills and concepts

practiced in the Reading to Write Module. You will be expected

to:

1. Compare, analyse, explain, and assess the ways techniques

are used to represent ideas in texts (short answer reading

response)

2. write a creative piece (short fiction based on a prompt)

3. reflect on your writing

★ Paper 1: 1 hour 30 minutes

SKILLS TESTED:COMPARE,ANALYSE,EXPLAIN, ASSESS

TIPS TO REMEMBER...

REMEMBER:•MARKS ARE AWARDED PRIMARILY FOR

ANSWERING THE QUESTION

•READ QUESTIONS CAREFULLY AND UNDERLINE

KEY WORDS (CONCEPTS)

•ANNOTATE THE TEXT TO FIND EVIDENCE TO

ADDRESS THE KEY CONCEPTS UNDERLINED

SAMPLE QUESTION:

How is contrast used to highlight discovery in the

text provided? (SKILL: ANALYSE + EXPLAIN)

Sample marking criteria:

Sample Annotation

ANALYSIS:QUOTE FROM THE TEXT AND/OR

MAKE DETAILED REFERENCE TO THE TEXT.

The composer contrasts reality with the child’s vivid imagination to

highlight the child’s discovery. A mood of congestion and discomfort is

created through the child’s sensual descriptions, “feel shoved again”

when the child looks at reality. This feeling is contrasted with the calm

mood that is produced when the child imagines herself “out in the deep

water”. The vastness of the ocean and the whale alarms the child, but

when she imagines she is “sitting on the ocean floor, as small as a speck

of phosphorene” it is “peaceful”. Therefore, through the contrast of reality

and imagination the text highlights the child’s discovery about her

insignificance which allows her to speculate about “whether everything

starts out like…just a simple pattern.”

When writing the answer REMEMBER:

•ENSURE THAT THE KEY TERMS IN EACH QUESTION ARE

ADDRESSED CLEARLY IN RESPONSES

•SUPPORTING EVIDENCE MUST INCLUDE APPROPRIATE

AND WELL-CHOSEN TEXTUAL REFERENCES

•USE RACES AND BE CONCISE & SPECIFIC IN THE

ANALYSIS (EXPLANATION) - AVOID NO VALUE ADDED

STATEMENTS!

SAMPLE QUESTION:

In the feature article “How I discovered that

everyday walking is no mere pedestrian activity”

how does the author reveal the pleasure of

discovery? (SKILL: ANALYSE + EXPLAIN)

WRITE CONCISELY

BE AS CONCISE-TO THE POINT- AS POSSIBLE WHILST STILL ANSWERING IN FULL SENTENCES

☒- In the Text 1, the feature article “How I discovered that everyday walking is no

mere pedestrian activity” the author makes effective use of many techniques to

reveal the pleasure of discovery. One technique employed throughout the text is

emotive language. The author Stephen Quinn employs emotive terms such as “

free” , “feels good” and “simple joy” to convey the pleasure the character

experiences as he walks through the city suburbs and discovers new experiences.”

☑ In Text 1, the pleasure of discovery is revealed through the author’s cumulative

use of emotive language such as “its free”, “feels good” and “simple joy” which

clearly conveys the narrator’s pastime of walking which brings unexpected benefits.

When COMPARING:•BEST ANSWERS ENGAGE IN ACTIVE COMPARISON

•BEST ANSWERS INTEGRATE ANALYSIS OF BOTH TEXTS

•BEST ANSWERS USE COMPARISON/CONTRAST

TRANSITIONAL WORDS:

In contrast, Alternatively, Furthermore, Text 1 differs in,

Is analogous, In comparison, Similarly, Correspondingly,Conversely, Much like, Also, is aligned with

SAMPLE QUESTION:

Compare the ways unique personal insights into discovery are revealed in Text 4 and ONE other text from Texts 1, 2 or 3. (6marks)

SAMPLE ANSWER:

Discoveries can be physical, intellectual, spiritual or emotional and lead to unique personal insights. A comparison

of Text 1 and Text 4 reveals how contrast is used to show that these discoveries are often contingent on the

individual’s perception of the world.

In Text 1 Quinn reveals a unique insight into the joys of discovery where the narrator has an openness to discovery

through the ironically mundane and simple act of walking through the suburbs. Accumulation conflated with first

person narration is used to emphasis his unique personal insight: “Walking is free, it feels good, it helps me

think…lets me see the city in a way that just isn’t possible otherwise. Whilst the male character of Text 1 sees with

clarity that his suburban walks will offer great discoveries, the female character of Text 4 views her walk in nature

with apprehension, initially mistaking the beautiful butterflies as ominous. Her perception of the environment is

tainted by fear, clearly evoked through the use of the simile “little v-shaped points, like arrows...scattered here for

the purpose of confusion”. Such fear initially limits her unique insight into the beauty of nature.

Quinn, in Text 1 also reveals that his character experiences a unique personal insight on an intellectual level when

he becomes aware of that walking is a healthy pastime. A lexical chain detailing health benefits highlight his

personal insight: “my heart beats faster…walking staves off chronic disease, improves muscle tone…and you can

shed a few pounds.” In contrast, the female character in Text 4 has an almost religious experience as she realises

the enormity of nature’s beauty. Unlike the narrator of Text 1, the female has an epiphany. A motif of light is used

to describe her unique “spiritual” awakening: she “had shuttered her eyes and looked without seeing…(then)the

air glowed golden… far mountainside was covered with trembling fire…air filled with quivering butterfly light.”

SAMPLE QUESTION:

Assess the author’s use of juxtaposition in

developing a dynamic character. (SKILL =

ANALYZE AND ASSESS)

To Assess means toMAKE JUDGEMENTS BASED ON:

• THE EFFECTIVE USE OF FORM AND FEATURES TO CONVEY

THE CONCEPT OF DISCOVERY

• THE DEPTH/SCOPE OF EXPLORATION OF THE CONCEPT OF

DISCOVERY

• HOW THE COMPOSER APPEALS TO/ ENGAGES THE AUDIENCE

• USE TERMS OF EVALUATION: EFFECTIVELY, SUCCESSFULLY,

CONVINCINGLY, EVOCATIVELY, ETC.

CONSIDER THIS MARKING SCALE & TIMING: a.)= 2 MARKS. THE MOST STRAIGHTFORWARD QUESTION. ONLY SPEND A FEW MINUTES(MAXIMUM OF 5 MINS.)

b.)= 3 MARKS. MORE COMPLEX THAN a.), REQUIRING MORE SUBSTANTIAL TEXTUAL EVIDENCE AND ANALYSIS. SPEND ROUGHLY 7-8 MINUTES

c.)=4 MARKS. MORE COMPLEX THAN b.) REQUIRING EXTENDED, SUBSTANTIAL ANALYSIS. SPEND ROUGHLY 10-12 MINUTES.

d.)=6 MARKS. A MINI ESSAY- 2 TO 3 PAGES, REQUIRING AT LEAST 15 MINUTES TO COMPLETE EFFECTIVELY

Time to Practice Your SkillsComplete the short answer reading response activities provided by your

teacher. Keep in mind the marks allocated and the time provided.

Tips/ObservationsDon’t complicate the answer! Stay on topic to the question! If the question asks how the

author uses language to develop character, there is not need to bring in the theme.

Creative Writing

Write a short fiction based on the stimulus and prompt provided by your teacher. Remember to be attentive to

the form and style.

Write a short fiction that explores a named theme. Make sure that the story addresses the stimulus image provided.

Write a short fiction that explores a named theme. Make sure that the story addresses the stimulus image provided. Write the theme at the top of the page.

Feedback:- Nice use of imagery!

- Most people used dialogue sparingly and made sure it was purposeful: the dialogue

furthered the character development and/or the plot.

- Good use of plot, character development, setting

- Most people had an interesting aspect of the character or an interesting plot point

BUT many people used predictable approaches to the stimulus: soldier

remembering, loss of a loved one, elderly feeling isolated from mainstream youthful

society.

- Some people are still telling more than showing.

READ 3 ORIGINAL APPROACHES

Let’s talk about the reflection...

ESSAY TIME

The Syllabus/Rubric Narratives That Shape Our World● Explore narratives from the past and from contemporary era to deepen their understanding

of how narratives shape meaning in a range of modes, media and forms

● Explore how narratives connect people within and across cultures and historic eras, inspire

change or consolidate stability, reveal, affirm or question cultural practice, share

experiences.

● Celebrate aesthetic achievements

● Explore how narratives are shaped by the context and values of composers AND responders

● Understand how narratives can be appropriated, reimagined or conceptualised for new

audiences

● Compose narratives to express personal and public worlds in creative ways

● Investigate how textual structures, language and stylistic features are crafted for particular

purposes, audience and effect

● Examine conventions of narrative (setting, voice, point of view, imagery, characterisation) for

how they shape meaning

● Explore how rhetorical devices enhance the power of narratives and persuasive texts

● Critically evaluate the use of narrative devices by other composers

Concepts in Module: Narratives That Shape...Visual Rhetoric

Context (historical, authorial, personal)

Perspective

Elements of Persuasion (ethos, pathos, logos)

Rhetorical Devices (climactic word order, hyperbole, verbal irony, alliteration,

aphorism, loaded words, emotive words, amplification, imperative voice) +

stylistic devices from Reading to Write Module

Authority

Skills learned in Module: Narratives that Shape...★ Comparative paragraphs and comparative essays

★ Expanded on close reading, analysis, analytical paragraphs and thesis

statements

PREDICT:What type of essay questions could be asked based on the rubric

and the concepts explored in the module?

Let’s create a summary chart of possible questions and look at

how to adapt our essays to meet the expectations of these

predicted prompts.

Essay Summary ChartSummary Chart

Possible Prompt (prediction based on course concepts/rubric points.

Lead Thesis How would comments change?

CONTEXT Define context Clear connection to context

LITERARY VALUE Define literary value Clear connection to why the text has timeless appeal (memorable) and value (to society and/or literary community).

PERSPECTIVE

AUTHORITY

CONTEXT CHANGES:

First Capote’s authorial context more effectively evokes ethos, which gives him the credibility to question the value of evil in comparison to Katz.

Furthermore, Capote’s inclusion of historical context from various perspectives creates a stronger logical argument than Katz’s biased first person point of view which reveals limited context.

Finally, Capote uses sensory imagery to develop characters who reveal historic context and evoke more pathos than Katz’s photographed images of her contemporary subjects.

CONTEXT:

Truman Capote in his novel, In Cold Blood ,is more effective than Zara Katz in her photo essay, “Listening to those who are photographed”, at using rhetorical devices to evoke ethos, pathos and logos to question the value of evil; specifically, Capote more effectively challenges his audience to question if criminals are innately evil.

Changed to...

Truman Capote in his novel, In Cold Blood ,is more effective than Zara Katz in her photo essay, “Listening to those who are photographed”, at using rhetorical devices to reveal the context of their time to question the value of evil; specifically, Capote more effectively challenges his audience to question if criminals are innately evil.

LITERARY VALUE CHANGES:First Capote’s authorial context more effectively evokes ethos, which gives him the credibility to question the value of evil in comparison to Katz, therefore his text is more valued by the literary community.

Furthermore, Capote’s use of various perspectives creates a stronger logical argument than Katz’s biased first person point of view which gives this text more worth.

Finally, Capote uses sensory imagery to develop characters who evoke more pathos than Katz’s photographed images of her contemporary subjects which helps him to address concepts of good and evil giving the text timeless appeal.

LITERARY VALUE:

Truman Capote in his novel, In Cold Blood ,is more effective than Zara Katz in her photo essay, “Listening to those who are photographed”, at using rhetorical devices to evoke ethos, pathos and logos to question the value of evil; specifically, Capote more effectively challenges his audience to question if criminals are innately evil.

Changed to...

Truman Capote’s novel, In Cold Blood ,has more literary value than Zara Katz’s photo essay, “Listening to those who are photographed”, because he uses rhetorical devices more effectively to challenge his audience to question if criminals are innately evil, which gives it universal and timeless appeal.

The Syllabus/Rubric Critical Study of Literature● Analyse the construction, content, and language of one text

● Develop analytical and critical knowledge through personal responses to texts;

Strengthen personal perspectives on the text

● Base judgements on evidence drawn from research and reading

● Develop an understanding of the notion of textual integrity

● Consider notions of contexts in regards to the text’s composition and reception

● Investigate perceptions of others

● Express views about the aesthetic aspects of a text by composing creative and

critical texts of their own

● Analyse, evaluate and comment on specific language features and form

● Draft, appraise, and refine their own texts applying the conventions of syntax,

spelling and grammar appropriately for the audience and purpose

● Students express informed personal view of its meaning and value

Skills learned in Module: Critical Study ● Strengthened analysis and understanding of language devices explored in

Terms 1 and 2 and how these devices contributed to thematic development

and character development.

● Practiced writing paragraphs, thesis statements, and essays using specific

evidence drawn from research and reading to support arguments for

different purposes.

● Explored textual integrity by assessing the text for aesthetic value.

● Explored how aspects of the text changed based on the audience perspective

or context used in the analysis.

● Explored how texts try to teach lessons about the world in order to impact

the world.

PREDICT:What type of essay questions could be asked based on the rubric

and the concepts explored?

Let’s create a summary chart of possible questions and look at

how to adapt our essays to meet the expectations of these

predicted prompts.

Essay Summary ChartSummary Chart

Possible Prompt (prediction based on course concepts/rubric points.

Lead Thesis How would comments change?

CONTEXT

LITERARY VALUE

AUTHORITY