More exam hacks. This time I am looking at the language papers
and paper 1.
I have written numerous sample answers, so I have sat scratching
my head, working out what is needed. Until a cohort has sat a paper, I believe
a lot of these ideas are experimental. So, take them with a ‘pinch of salt’. Some
might be effective. Some might not be.
(That’s my disclaimer, folks)
Two major structural hacks are for Question 2 / Question 3.
Question 2
2/2/1
Paragraph 1: Analyse two words
Paragraph 2: Analyse two techniques
Paragraph 3: Analyse one thing about the use of sentences
Question 3
Paragraph 1: Explore narrative perspective by exploring the
statement describing the text
Paragraph 2: Explore a structural change (mood /perspective)
in the text
Paragraph 3: Explore the ending and how it links or
contrasts to the start
Paper 1: Reading
Section Exam Hacks
1: Make sure you
write one whole sentence in each point explaining the effect.
We automatically
sympathise and identify with him.
We as readers become clear about the cause of the noise.
2: Use one of these
four things when talking about the effect.
Mood Atmosphere
a
sense of …. A feeling
of
3: Mention the
word ‘writer’ at least three times and the word ‘reader’ four times in
questions 2, 3 and 4.
4: Use the royal ‘we’
(or ‘us’) when explaining when explaining the reader and the impact of the
choices.
• We
automatically sympathise and identify with him
• makes
us trust his judgment even more.
• We’d
be less likely to believe
• We
as readers become clear
• We
are in the same position as the start
5: Think about what verb to use to describe the
reader’s reaction
The reader sympathises / empathises / identifies /
experiences
6: The effect can also be a question.
What is
behind the door?
What is
making that noise?
Why is the
narrator so interested in the letter?
7: Where does the
writer position the reader? Is the writer trying to connect or repel the reader
to events?
The writer puts the reader in the position of helpless (or
active) observer / confidant / participant
/ witness
8: What is the reader’s relationship with the
character /narrator? Does the writer want you to like / dislike / hate the character?
Or, does he want you to be suspicious?
The writer wants the reader to be suspicious about the man’s
motives and so presents as a kind character who acts strangely.
9: Never forget
power. The effect of a technique can often be linked to power. It can be used
to make things seem inferior / superior or equal.
The violent verbs make the storm superior to the house and
the people in it.
10: Readers have
expectations too.
Readers will be expecting to see …
Readers expect ….
Readers will believe ….
11: Think about perspective
and the effect of the perspective. Which perspective do you trust?
• 1st
person – closer – understanding – relationship – connection
• 3rd
person – distant – mystery- revealing – helpless
Or tense:
Past – fixed – inevitable - predictable – helpless
Present – changeable – unpredictable- involved
12: Think about
what is the normal way of presenting this kind of story.
Normally a writer would…
It is common for writers to…
Usually writers start by ….
A typical way to introduce a setting is to…
13: The writer’s
grand design! Address the idea that there is a masterplan under all the
writing.
The writer intended … so
The writer designed it so ….
The writer planned for us to …. so
The writer wanted the reader to …. so
14: If you are not
convinced by the writer’s grand design, then say he/she is trying.
The writer is trying to make the reader curious about what
is happening.
The writer is trying to make the reader sympathise with the
narrator.
The writer is trying to make us feel like we are there.
15: Adverbs are
your friends when writing question 4. They can go at the start or within a
sentence.
Typically, …. Realistically,…. Stereotypically, … Effectively,
… Unusually, … Unrealistically, … Surprisingly, … Unsurprising, …
16: Explore
alternative choices. If…, then….
If the narrator was a child, we’d be less likely to believe
that there is something wrong going on.
Thanks for reading,
Xris
Dear Xris32,
ReplyDeleteI am an education science student from Munich and currently participating in a seminar about teaching english. That´s why I got very interested in your blog. After reading your last post I decided to ask you this: Is it really necessary to provide the students with these very detailled instructions (e.g.: "Mention the word ‘writer’ at least three times and the word ‘reader’ four times") or wouldn´t it be more helpful to just let them discover their own strategies and ideas?
I´m looking forward to your response!
Normally, I would model and show examples, but we are days away from the exam. The context for saying the number of times to use the word 'writer' is quite limited. Students have 15 minutes to make some high level comments whilst writing three detailed paragraphs. Speed and clarity are the key things here. By getting them to include the word, it forces students to engage with the writer and avoid plot retelling or lifting things from the text.
ReplyDeleteBe clear, up to this point, I have used a range of approaches. This is just a functional request to make their responses direct.
Cheers,
Chris
Thank you so much for this quick answer!
ReplyDeleteOf course you want to be as efficient as you can with the upcoming exam.
I might contact you once more if I have further questions.
Have a nice weekend!
Hi,
ReplyDeleteJust want to say that this has really helped me get to grips with the first 4 questions on Language Paper 1. Do you have any tips for Question 5?
Many thanks,
Oscar