Ok, so here is the GENRERAL OVERVIEW of Friday's exam.
You will be given a choice of two questions 1 & 2. Each question has three parts - a, b & c.
You can choose to answer either 1 or 2 - but you MUST answer ALL THREE PARTS of whichever question you choose.
So, either:
1a, 1b & 1c
or
2a, 2b & 2c.
There is NO WAY that you can choose to answer some parts of Q1 and some parts of Q2. You can not leave out ANY part of the question you choose.
Understand? :)
Timings
The paper is 1hr 45mins long.
Parts a & b of whichever question you choose will be short creative writing tasks on different genres.
You are advised to spend around 40 minutes on each of these tasks - so a total of 80 minutes.
Part c asks you to write a short commentary on ONE of the two tasks you have written. NOT BOTH.
You are advised to spend around 25 minutes on this task.
Wednesday, 21 June 2017
Tuesday, 20 June 2017
Nearly there!
You lot are currently in your Component 2 exam. Hope it's going well. I can see that some of you were viewing the blog up until 8.58am! Nothing like leaving things til the last minute.
I will put some stuff up for component three, probably on Thursday. You will SMASH component 3, provided you stick to your timings. Loads of you will score highly on it as you are good writers.
You just need to ensure you know a handful of conventions to put in the different genres it asks you to write, and then point these out using terms in your commentary.
Compared to the 2 exams you've done so far, it really is simple.
Anyway, good luck and speak soon.
Nick
I will put some stuff up for component three, probably on Thursday. You will SMASH component 3, provided you stick to your timings. Loads of you will score highly on it as you are good writers.
You just need to ensure you know a handful of conventions to put in the different genres it asks you to write, and then point these out using terms in your commentary.
Compared to the 2 exams you've done so far, it really is simple.
Anyway, good luck and speak soon.
Nick
Monday, 19 June 2017
Check CONNECT for 20 marker guidance.
mark has put some guidance on how to answer the 20 marker in full sentences. It is a document from the board with annotated feedback.
READ IT.
But always give as much detail as you an on the 20 marker questions. Even if you don't know the 'right term' just explain it as best you can.
If you don't know the name of an interchange or spelling pattern, then just describe what you see.
Again, keep calm.
See you tomorrow,
Nick
READ THIS!! COMPONENT 2A
This will be my final blog post before Component 2. I will check my emails at 10pm just to ensure there's no last minute questions or wobbles.
But take note of this...
Just BE CONFIDENT when analysing the texts in Section A. No one in the country is more of an expert than you lot. Don't just look at the genre and think 'how the flipping heck am I supposed to know what 16th century love letters were like?'
That's the point! They want you to look at the data in front of you, and identify its features and how these have changed over time.
They're not expecting you to be a PHD student. So be CONFIDENT!!!
Say things like, 'A clear convention of the genre can be identified when...'
Or
'An obvious change in the audience of the genre is visible when...'
Or
'Unlike older texts which seek to ue imperatives to impose authority, the convention has eviently become far more lax over time, as demonstrated by...'
You MUST show this degree of confidence.
You MUST stick to your timings.
You MUST keep calm and give everything your best shot.
You MUST write like your life depends on it.
But you'll be fine. You got this.
See you in the morning.
Nick
But take note of this...
Just BE CONFIDENT when analysing the texts in Section A. No one in the country is more of an expert than you lot. Don't just look at the genre and think 'how the flipping heck am I supposed to know what 16th century love letters were like?'
That's the point! They want you to look at the data in front of you, and identify its features and how these have changed over time.
They're not expecting you to be a PHD student. So be CONFIDENT!!!
Say things like, 'A clear convention of the genre can be identified when...'
Or
'An obvious change in the audience of the genre is visible when...'
Or
'Unlike older texts which seek to ue imperatives to impose authority, the convention has eviently become far more lax over time, as demonstrated by...'
You MUST show this degree of confidence.
You MUST stick to your timings.
You MUST keep calm and give everything your best shot.
You MUST write like your life depends on it.
But you'll be fine. You got this.
See you in the morning.
Nick
COMPONENT 2A - Example paragraphs!!
These paragraph are written about imaginary texts, but I have put them together to show you what is a good balance between evidence, explanation, terms, context and comparison.
Have a look...
A clear convention of an authoritarian tone can be identified in Text A, which demonstrates a significant change compared to the later examples. We can see this from the significant amount of fronted imperative verbs such as 'putte' - which demonstrates a double consonant and superfluous terminal 'e', 'take' and 'cleane' (which shows a terminal 'e'). Coupled with these, we can see through the use of modals that recipes in the 17th century were extremely authoritarian where it says 'you must do this immediately'. here, the modal 'must' and adverb 'immediately' show the haste and precision with which the chef must act. This is dissimilar to Text C where far more choice is given, demonstrating a change in conventions of recipes.
A secondary convention which is clear within Text A is that of presupposing the abilities of the chefs, which is likely due to the fact that in the 17th century, these texts were aimed at professional housekeepers rather than amateur hobbyists. We can see this presupposition where it says, 'take one skullet'. Here, the archaic noun 'skullet', which has fallen out of common usage, denotes a presupposition that the chef will know exactly what is meant in terms of equipment. Secondarily, presupposition is shown through the nouns of quantity 'a bit', 'a pinche' which demonstrates a terminal 'e', and 'a little'. All of these are rather vague amounts which would require previous experience from the chef to understand exactly what it meant. This differs hugely from both Texts B and C which prove that, over time, the convention has become to explain things in more detail, and give precise measurements for ingredients to avoid ruining the recipe.
The audience for this genre has clearly gone through a transition over time, as demonstrated by the adverbial phrase, 'for his lordship', the archaic compound noun 'lordship' denoting that all of these rules are in place to impress the upper classes. Within the declarative statement, 'one must remain gay at all times', the archaic pronoun 'one' coupled with the adjective 'gay' imply that there is pressure on the staff to act properly when around their social superiors. It is worth noting here that the adjective 'gay' which meant 'happy' here, has gone through a process of semantic shift, and is now largely accepted to mean 'homosexual'. This attitude demonstrates a totally different convention to Text C when the focus appears to be on having fun in the kitchen and experimenting with food as a family, not conforming to strict rules.
Do you get the idea??
*Nice and concise.
*Heavily signposted towards the question (remember, this will not always be about conventions so read it carefully)
*Consideration of language change terms, but not to the extent that they get in the way.
*Clear comparisons to other texts.
*Uses terms to focus on KEY WORDS. Does not classify EVERY SINGLE word.
Hope this helps,
Nick
Have a look...
A clear convention of an authoritarian tone can be identified in Text A, which demonstrates a significant change compared to the later examples. We can see this from the significant amount of fronted imperative verbs such as 'putte' - which demonstrates a double consonant and superfluous terminal 'e', 'take' and 'cleane' (which shows a terminal 'e'). Coupled with these, we can see through the use of modals that recipes in the 17th century were extremely authoritarian where it says 'you must do this immediately'. here, the modal 'must' and adverb 'immediately' show the haste and precision with which the chef must act. This is dissimilar to Text C where far more choice is given, demonstrating a change in conventions of recipes.
A secondary convention which is clear within Text A is that of presupposing the abilities of the chefs, which is likely due to the fact that in the 17th century, these texts were aimed at professional housekeepers rather than amateur hobbyists. We can see this presupposition where it says, 'take one skullet'. Here, the archaic noun 'skullet', which has fallen out of common usage, denotes a presupposition that the chef will know exactly what is meant in terms of equipment. Secondarily, presupposition is shown through the nouns of quantity 'a bit', 'a pinche' which demonstrates a terminal 'e', and 'a little'. All of these are rather vague amounts which would require previous experience from the chef to understand exactly what it meant. This differs hugely from both Texts B and C which prove that, over time, the convention has become to explain things in more detail, and give precise measurements for ingredients to avoid ruining the recipe.
The audience for this genre has clearly gone through a transition over time, as demonstrated by the adverbial phrase, 'for his lordship', the archaic compound noun 'lordship' denoting that all of these rules are in place to impress the upper classes. Within the declarative statement, 'one must remain gay at all times', the archaic pronoun 'one' coupled with the adjective 'gay' imply that there is pressure on the staff to act properly when around their social superiors. It is worth noting here that the adjective 'gay' which meant 'happy' here, has gone through a process of semantic shift, and is now largely accepted to mean 'homosexual'. This attitude demonstrates a totally different convention to Text C when the focus appears to be on having fun in the kitchen and experimenting with food as a family, not conforming to strict rules.
Do you get the idea??
*Nice and concise.
*Heavily signposted towards the question (remember, this will not always be about conventions so read it carefully)
*Consideration of language change terms, but not to the extent that they get in the way.
*Clear comparisons to other texts.
*Uses terms to focus on KEY WORDS. Does not classify EVERY SINGLE word.
Hope this helps,
Nick
COMPONENT 2A - BIOGRAPHY/AUTOBIOGRAPHY
The older they are, they are more likely to be/show/have/display...Usually only written about prestigious people who have achieved significant things. Will focus on achievements. Will focus on achievements which resonate with a wide audience. Will often have an educational aspect to them, informing about facts. Will be very formally written. Often written by people who are employed to follow and document the individual. Often written retrospectively.
The newer they are, they are more likely to be/show/have/display...
Written about a wide range of celebrities, often ones currently in the public eye who have not achieved much. Will focus on achievements as well as scandal, gossip and private issues. Will on personal issues which shed light on sensitive and embarrassing parts of a person's life. Will often have an entertaining aspect to them. May be very informally written. Often written shortly after events in order to maximise sales to the public.
The newer they are, they are more likely to be/show/have/display...
Written about a wide range of celebrities, often ones currently in the public eye who have not achieved much. Will focus on achievements as well as scandal, gossip and private issues. Will on personal issues which shed light on sensitive and embarrassing parts of a person's life. Will often have an entertaining aspect to them. May be very informally written. Often written shortly after events in order to maximise sales to the public.
COMPONENT 2 - TIMINGS
Just in case anyone is confused...
Tomorrow's exam is 2hr 15 mins long.
Spend the following timings on each section.
Section A - Change
20 marker - About 20 - 25 mins
60 mark essay - About 65 - 70 mins (split this 3 ways and devote equal time to each of the 3 texts)
Section B - 21st century
40 mark essay - About 45 mins.
STICK TO THESE TIMINGS!!! You will mess it up if you don't. BE STRICT!!!
Nick
Tomorrow's exam is 2hr 15 mins long.
Spend the following timings on each section.
Section A - Change
20 marker - About 20 - 25 mins
60 mark essay - About 65 - 70 mins (split this 3 ways and devote equal time to each of the 3 texts)
Section B - 21st century
40 mark essay - About 45 mins.
STICK TO THESE TIMINGS!!! You will mess it up if you don't. BE STRICT!!!
Nick
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