A2 LL - FEEDBACK ON THREE WAY COMPARISON

Below are some general feedback observations from the commentaries I've marked. Please read these in conjunction with the comments I've made on your work and the mark scheme posted elsewhere on this blog.

Remember this is the first three way comparison you have done and there is plenty of time to improve. This will happen through practice.

We will do one other 3 way comparison before Christmas.

• If you make an observation about a text you must support it with evidence - a quotation that you can comment on in detail.

• Write about the effects of language and literary features of each of the texts.

• Be concise! Cram as much relevant information into a sentence as you possibly can. For example instead of; 'In text A - an article we can see a variety of writing styles.' Rather, In text A - an autobiographical article about the writer and her relationship with food.'

• People use the term 'narrative' - it's generally used to refer to story telling and plot development.

• It's important to put quotations into context when you introduce a quotation.

• Instead of using the word 'word, use noun, adjective or verb etc.

• Be accurate in your writing. Use a formal academic register when writing your commentary.
• Avoid literary or rhetorical language yourself.
• Avoid clichés and hackneyed expressions
• Avoid contractions, slang or colloquialisms

• Always write using a wide margin on the left side of the page.

• Write a full, concise introduction to you commentary.

• 'Simile' not 'similie', 'writer' not 'writter', 'hyperbolic' hyperbolics'.
• Identify and use as many language and literary features as you can in the quotation you are analysing. 

• Use the recommended structure for your commentary.

• Be selective in the points you are going to make. You cannot write about everything. Choose comparative points to analyse.

• Plan your commentary before you write it.

A2 LL - EXAMPLE OF AN INTERVIEW IN A BROADSHEET

Click here for a link to an example of an interview in a broadsheet newspaper.

A2 LL - COURSEWORK ESSAY TITLES

A2 ENGLISH LANGUAGE AND LITERATURE
UNIT 4 COURSEWORK
SUGGESTED ESSAY TITLES


TASKSelect an essay title and the texts you will use to write your essay.

DEADLINE

I’ll discuss your titles with each one of you in the coursework lessons in the week beginning 17 November. Module 6 students the week beginning 24 November.

Thursday 20 November Mod 2

Friday 21 November Mod 1
Tuesday 25 November Mod 6

REMEMBER THE ESSAY MUST COMPARE TWO TEXTS* ON A COMMON THEME. ONE WRITER MUST BE A POET!

1 Compare the different ways in which your chosen writers present childhood experience in their work.


2 Compare the ways in which your chosen writers present isolated characters in their literature. 


3 Compare the variety of ways your chosen writers explore the use of settings in their literature. 


4 Compare the variety of ways in which your chosen writers present personal relationships in their texts.


5 Compare the ways your chosen writers use the narrative voice in their literary works.

6 Compare the variety of ways in which your chosen writers examine the theme of nature in their poetry.

7 Compare the ways your chosen writers use and present the past I their work.


8 Compare the ways your chosen writers create vivid experiences in their writing.


*A text is equal to TWO or THREE poems or ONE short story – you should draw your evidence from TWO or THREE relevant extracts from the short story.

AS LL - STREETCAR HOMEWORK

TASK

Imagine that Mitch has written a letter to his aunt after his date with Blanche in scene 6. In the letter he discusses his developing relationship with Blanche and his mother's response to it.

 

Give careful consideration to the language choices, form and style in order to convey a sense of Stella’s voice and her point of view.

DEADLINE

Wednesday 19 November

A2 LL - EVELINE - SOME PREPARATION QUESTIONS

A2 ENGLISH LANGUAGE AND LITERATURE
COURSEWORK TEXTS
EVELINE

Here are some study questions to help you analyse the story of Eveline in the light of the coursework essay titles.

What happens in the story of Eveline?

How could we structure the story of Eveline and what title would you give to each section?

How is Eveline presented in the story?

How is Eveline’s father presented in the story?

Comment on the use and function of settings in this story
Comment on the narrative voice paying special attention to the narrative perspective of the story.

What different writing techniques does Joyce use to tell the story of Eveline?

How does Joyce use symbolism in the story?

How does Joyce use setting in the story?

A2 LL - MARKING SCHEME - ELLA 3 SECTION B - RECASTING TASK AND COMMENTARY

A2 LANGUAGE AND LITERATURE - INTEGRATED ANALYSIS AND TEXT PRODUCTION

MARKING GRID FOR A2 ENGLISH LANGUAGE AND LITERATURE:

Demonstrate expertise and creativity in using language appropriately for a variety of purposes and audiences, drawing on insights from linguistic and literary studies

The Recasting Task

AO4 (Marks out of 25)

Band 4 22-25	Responds confidently and at top of band originality and flair. Skilfully handled writing which is completely fit for purpose. Sophisticated use of language at top end. Cohesive writing that works at bottom end. Engaging style with very clear and convincing ideas of audience and purpose. Firm control of technical aspects. Range of appropriate material from source which works entirely within new text
19-21	Confident adaptation. Sustained use of appropriate style. Approaching fulfilment of aim. Content and style confidently selected for audience. Convincing use of form with sustained evidence of audience and purpose being addressed. Technically accurate. Confident choice of source material which is convincingly used.
Band 3 16-18	Clear grasp of task with clear stylistic shaping evident. Successful language use for audience and purpose approaching a sense of style. Competent writing with few technical flaws. Effective register with clear choice of language to address audience and purpose. Occasional stylistic lapses. Source material is carefully selected but may be off-beam.
13-15	Expression generally clear and controlled. Definite if inconsistent use of register. Suitable style adopted for task/genre. Some minor technical flaws. Awareness of audience and purpose but may not be totally consistent. Some stylistic lapses occur. Source material utilised competently but may miss some material in adaptation.
Band 2 10-12	Expression communicates ideas but lacks sophistication and flexibility. Some uncertainty about style; conscious if obvious shaping with a tendency to the simplistic at times. Some technical flaws but few basic errors. Audience and purpose not always wholly evident; reflected in choice of source material which may be partial or lacking in discrimination.
7-9	Style and approach not entirely convincing but there may be broad shaping for audience. Flaws in expression occur and there are likely to be frequent technical errors. May opt for over general approach which is not necessarily appropriate. Source material may be indiscriminately used.
Band 1 4-6	Superficial grasp of task; not secure and weak focus on audience and purpose. Details are not thought through. Intrusive errors with naïve expression likely to be evident; vocabulary may well be limited. Source material poorly used.
1-3	Occasional glimpses of appropriate style. Intrusive basic errors. Short and unsuitable answer with occasional use of source material. Frequent weaknesses of expression; major technical flaws. Brief writing with puzzling use of material or no use of source material.

MARKING GRID FOR

 The Commentary Task

Select and apply relevant concepts and approaches from integrated linguistic study, using appropriate terminology and accurate coherent written expression

AO1 (Marks out of 15)

Band 4 13-15	Use of framework(s) enhances and illuminates textual interpretation. Has a possible overview of the text through the framework(s). Engages closely with the purpose/ audience/meaning of the text; patterns fully appreciated. Possibly conceptual in use of framework(s). Fluent, cohesive writing
11-12	Coherent analysis through the framework(s); some thoughtful probing of features and patterns. Thoughtful engagement with text through framework(s) and details. Clear awareness of crafting evident through approach taken/framework(s) used. Fluent writing
Band 3 9 -10	Uses framework(s) to highlight reading. Describes significant features/patterns. Awareness of stylistic and linguistic features. Engages with text through explanation of features; possibly underdeveloped in places. Clear and appropriate writing
7 - 8	Uses a suitable framework(s). Evidence of some range. Sense of patterns may emerge in places; likely to be under-developed. May use different approaches for literary/linguistic study; able to distinguish between different features fairly accurately but may be unable to comment on effect of features. Sound writing
Band 2 5-6	Identification through framework(s) shows some of writer’s choices within the text. List-like but sound ideas. Broad comments on effects and stylistic points. Shows awareness of shaping of material but may do so in simplistic fashion. Broad comments
4	Simplistic. Attempts to use framework(s) but likely to be limited; identifies some points; limited appreciation of features and/or patterns; some awareness of the focus of the text, descriptive approach that does not discuss how language works. Limited writing
Band 1 3	Lack of coherence in selection of ideas; little apparent planning with probably no use of framework(s). Implicit views of language use; Very few relevant ideas. Writing contains many flaws. Ideas and expression likely to be naive and vocabulary limited Little awareness. Possible framework misconceptions. Weak writing
1-2	No apparent direction. Very basic. Persistent misuse of terms. Frequent technical weaknesses

A2 LL - TIPS ON WRITING A FLYER

A flyer is a small handbill advertising an event, campaign or product. It is similar to a leaflet but usually shorter and simpler in design and content. They arm usually written on one side of an A5 - half the size of an A4 - paper.

Below are some tips on how to write a flyer

1

Write a headline. Make it simple, and make it big! The headline should be no more than five words, fit in one line across the page, and be centered.

The lettering in the headline should be bigger than any other lettering on the flyer. You want most people to be able to read it quickly from about 10 feet (3 meters) away.

Use all capital letters. Look at any newspaper's front-page headline; that industry figured this out a long time ago.

 

Use color if you can. A color matching the image you use in the flyer is even better.

2

Keep the message simple. Don't make people "read" your flyer—–it should communicate your message at an almost intuitive level. Here are some ideas:

• Write short, simple declaratives and imperatives
• Use high frequency lexis
• Be concise
• Be very selective in the information you present
• Present information that is the most impressive and designed to make the most impact
• For campaigning flyers use rhetorical devices sparingly
• You will need to be informative, pursuasive and entertaing in your flyer

3
Place a description below the image. You've got the readers hooked, and they're coming in closer for the details. Make your description text as concise and detailed as possible; it should be two or three paragraphs at most. To emphasize key words, use capitalization, a slightly bigger or bolder font, italics, and so forth––just don't use all of these options at once as that turns your flyer ugly in a hurry. Use words and phrases that might make your offer more enticing: free, reliable, REWARD.


4

Add your contact information. If it's important for people to contact you in response to your flyer, add your first name and whatever form of contact you prefer—–phone number, email address, etc.

 

You can also employ the time-honored "tear-off" method: create a condensed version of your flyer text in a much smaller font, rotate it 90 degrees and repeat it several times across the bottom of the flyer. Make a partial cut between each occurrence so people can tear off the contact information conveniently.


5
Make sure your flyer works. Do the main points jump out at you?  Make appeals to your readers to help, offer a big reward!

Click here for some examples of simple flyers

A2 LL - FEMINISTS AND THE RIGHT TO BE UGLY QUESTION

Exam practice qustion

Read the source material which follows and answer both questions:

Text A is from an article entitled [Feminists and the Right to be Ugly] by [Jill Twedie]
It was first published in [The Guardian in 1970].

You are a [a feminist activist seeking to persuade women they should rebel against social expectations and grooming. Using the whole text produce the text for the flyer]

Your audience will consist of [mainly women – mixed age, class and status]

You should adapt the source material, without using any direct quotations.
You text should be approximately 300 – 400 words in length.

In your adaptation you should:

• use language appropriately to address purpose and audience

• write accurately and coherently, applying relevant ideas and concepts.

(25 marks)

AND


Question 3
Write a commentary which explains the choices you made when writing your text
commenting on the following:

• how language and form have been used to suit audience and purpose

• how vocabulary and other stylistic features have been used to shape meaning and
achieve particular effects.

You should aim to write about 150 – 250 words in this commentary.

(15 marks)

A2 LL - CUPCAKES CLUSTER The Importance of Looks and Image

Here is a new cluster of articles to read and make relevant notes to put in your journal. We'll be looking at Feminists and the Right to be Ugly during the week beginning 10 November.

The Importance of Looks and Image

• On Self-Respect
• Feminists and the Right to be Ugly
• Fabulously Fat 

 Women’s Rights and Feminism

 

• The Social Aspects of Birth Control
• Sluts I
• The Iron Butterfly: Helen Gurely Brown
• Georgia O’Keeffe
• If This is Sex, I’m Glad I’m English

What makes these articles different from articles we've studied so far. \You might consider such things as;

subject matter, different forms of writing, audience, register, tone and purposes, as well as relationship between writer, audience and subject.

 

A2 LL - SOME FEATURES OF SPEECHES AND LEAFLETS

You should do a little research and identify key features of speeches and leaflets. You should could look at specific examples of speeches on youtube as well as look for texts of speeches online.

The

Below are some general features for speechs and leaflets.

Speech

 • Informative / persuasive / entertaining
• Specific / general audience
• Generally formal register
• High frequency lexis
• Anecdote / personal story 
• Direct address
• Short simple sentences
• May use imagery
• Will use phonology
• Will use a range of rhetorical devices

Leaflet

 • Maybe general / specific audience
• Probably highlight a specific problem or area of concern
• Formal register used, inclusive writing
• High frequency lexis 
• Will use headings and sub-headings
• Probably will use a variety of narratives including case study, statistics, bullet points,     Q&A, anecdote
• Will use factual information including statistics
• Probably use persuasive writing and include a number of rhetorical features
• Refer to contact details / name of organisation
• May use a motto or mission statement or slogan

A2 LL - ARABY - SOME QUESTIONS

GUIDE QUESTIONS

What is the plot of the short story?

How is the story structured?

What essay topics - check the list at the end of the poetry anthology - could you use this story for?

Comment on the narrative voice

How is childhood presented in this story?

• What does the narrator learn in this story?
• Can you think of any poems we've studied where a child learns?

How is the setting of the story presented?

• Contrast the setting of the story with the emotional state of the narrator and with notion of Araby

Is there a moment of intense insight and self knowledge? Where in the story does this take place?

Comment on the writing techniques Joyce uses to tell the story

Compare or contrast the presentation of childhood with a poem we've studied

Compare or contrast the presentation of settings with a poem we've studied

CLASS TASK

Identify three extracts from the short story - betwen one and three paragraphs long, that contain the relevant textual evidence for writing paragraphs

CLASS TASK

Identify good quotations:

• quotations that support the point you are making in your topic sentence
• quotations that contain at least two identifiable language and or literary techniques
• quotations that can be used as evidence for more than one point

and discuss these with the whole class

CLASS TASK

In pairs write two comparative paragraphs using this story and a poem on setting and childhood

Click here for a link to a comparative paragraph example.

Click here for a link to a comparative paragraph template.

A2 LL - ON SURVIVING THE LONDON BLITZ - RECAST QUESTIONS

Read the source material which follows and answer both questions:

Text A is from an article entitled [On Surviving the London Blitz] by [Helen Kirkpatrick]
It was first published in the [Chicago Daily News on 9 September 1939].

You are a [volunteer working for a Chicago based charity, and have been instructed to give a short talk, raising awareness of the situation in London. You have also been instructed to raise money to help the victims of the bombing in London.]
Using the source material, write the text [of your talk.]
Your audience will consist of [the general public.]

You should adapt the source material, using your own words as far as possible. Your talk
should be approximately 300 – 400 words in length.
In your adaptation you should:
• use language appropriately to address purpose and audience
• write accurately and coherently, applying relevant ideas and concepts.

(25 marks)

AND

Question 3

Write a commentary which explains the choices you made when writing your speech
commenting on the following:
• how language and form have been used to suit audience and purpose

• how vocabulary and other stylistic features have been used to shape meaning and
achieve particular effects.

You should aim to write about 150 – 250 words in this commentary.

(15 marks)

A2 LL - FEED BACK FROM LETTER RECASTING TASK

Students that do the homework set will improve and will get C or B with a good chance of an A in the summer for this unit. Students that don't do the work set are limiting themselves to getting an E or a D grade with a slim chance of a C.

LETTER

If this is timed work spend no more than 40 minutes planning, writing and editing your text.

Use appropriate format

The ratio between contents and adaptation MUST consist of over 90% content - information from the source text. And less than 10% adaptation - text used to support the specific audience, purpose and genre.

Be concise in writing

Avoid becoming emotional. Remain factual, rational and emotionally detached. This will enable you to be authoritive and trustworthy.

COMMENTARY

If this is timed work spend no more than 20 minutes planning, writing and editing the commentary.

If you write a production task you should write a commentary as well.

Address audience, purpose and genre. Support with evidence - quotes and make analytical comments.

The commentary is generally no more than 250 words.

A2 LL - REPORT FROM THE SPANISH CIVIL WAR - RECASTING QUESTIONS

Read the source material which follows and answer both questions:

Text A is from an article entitled [Report from the Spanish Civil War]by [Nancy Cunard]
It was first published in the [Manchester Guardian].

You are a [London based charity worker. You have been instructed to write the text for a leaflet explainning the situation on the French Spanish boarder. And make an appeal to the general public for financial support for the Spanish refugees.]
Using the source material, write the text [of a leaflet]
Your audience will consist of [the general public]
You should adapt the source material, using your own words as far as possible. Your [text]
should be approximately 300 – 400 words in length.

In your adaptation you should:

• use language appropriately to address purpose and audience

• write accurately and coherently, applying relevant ideas and concepts.

(25 marks)

AND

Question 3

Write a commentary which explains the choices you made when writing your text
commenting on the following:

• how language and form have been used to suit audience and purpose

• how vocabulary and other stylistic features have been used to shape meaning and
achieve particular effects.

You should aim to write about 150 – 250 words in this commentary.

(15 marks)

IB ENGLISH - PRESENTATIONS TIME TABLE

IB ORAL PRESENTATIONS TIME TABLE

We've ammeded the presentation schedule.

Lorenz and Natasha will do their presentations on Friday 7 November.

We'll complete all presentations on Monday 10 November.

THURSDAY 6 NOVEMBER

Diana - Erisychthon
Janira - Hercules and Dejanira
Sophie - Pygmalion
Lorenz - Myrrha
Natasha - Arachne


FRIDAY 7 NOVEMBER

Mathieu - The Birth of Hercules
Nicolo - Echo and Narcissus?
Max - Niobe?
Marina - Venus and Adonis?

MONDAY 10 NOVEMBER

Nicolo - Echo and Narcissus?
Max - Niobe?
Marina - Venus and Adonis?

A2 LL - HALF TERM WORK - SHORT STORIES FOR COURSEWORK

Below are three links to short stories by James Joyce.

These are the last texts we will be studying for the coursework.

We will spend the first three coursework lessons studying and discussing these stories. Module 6 students will study the Blake poems on 4 November and we'll begin with the stories 11 November. Module 2 students we'll begin the short stories on Thursday 6 November and Module 1 students on Friday 7 November. Please read all three stories and if possible print them out so that you can annotate and make notes on them.

I will produce a small anthology of the short stories for you after the holiday.

We will study each story in the order given below


Click here for a link to the short story An Encounter by James Joyce.

Click here for a link to the short story Araby by James Joyce

Click here for a link to the short story Eveline by James Joyce


SHORT STORIES - GUIDE LINES

Short stories usually focus on one main character in detail.
Short stories usually include two or three minor characters - usually superficial
Short stories normally have one main plot - they don't usually include sub-plots
Short stories are characterised by concise and economic use of language
Short stories are normally set in one or two locations
Short stories may use a range of different writing formats - such as descriptive, dialogue, narrative, reflection
Short stories generally have a simple structure and will refer to a thesis, antithesis and synthesis in their narrative
Specifically, Joyce uses a writing technique known as Epiphany. An epiphany is a moment of highened awareness and insight into the truth of a situation. 

What essay topics are relevant for each of the stories?

As you read the three stories, pay particular attention to the characteristics of the narrator as a character and as a story teller. Also consider the narrative perspective.

Pay close attention to the setting. How is place evoked by the writing?

Consider the presentation of children in each story - both narrator and minor characters.

Comment on the writing style of each story and what effect do these writing techniques have on a reader?

IB ENGLISH - PRESENTATIONS

FORMAL PRESENTATIONS
THE BASICS

Preparation

Be clear about the requirements of the task

Familiarise yourself with the marking criteria
Identify a clear topic area for your research
Construct a thesis and a title
Do relevant research
Create a list of bullet points
Put the points in a relevant order
Create a set of speaking notes – not a script
Rehearse the presentation a few times – don’t learn the presentation by heart

The presentation

The most important person in your presentation is your listener. Everything you say and do should enable your listener to have a positive, engaging and enjoyable experience.  There are many ways you can make this experience enjoyable for the listener. For example

chose a topic that you know well and a topic you are interested in.
DO NOT consider this a tick box exercise. Treat it seriously.
Communicate your enthusiasm and interest in the topic chosen.
Present a thesis that comes out of your own reading and reflection to the text.
Give a clear, well ordered and logically structured presentation.
Don’t assume your listener knows the text or extract in detail.
When you make complex points break these down into shorter and simpler points – build up to complex points.
 

Your voice

Right volume – don’t shout don’t whisper
Right pace – when people are nervous they speak too quickly, slow your delivery down
Full intonation – clear and fully articulated words
Appropriate register – natural, conversational, formal side of informal
Be passionate and enthusiastic in your tone of voice


Your body

Don’t fidget
Stand up throughout the presentation
Don’t move around the room
Use body language to enhance the presentation - using hand and arm gestures can do this
Make eye contact with as many people as you can
Your body should support your enthusiasm for the subject


Key Points to Remember

Make relevant, detailed and consistent arguments / observations based on evidence from the text

Select good quotations
Make sure the presentation is structured
Use language accurately
Speak using an appropriate register